Liberal Arts: English-Course Design

ESL 6636 Sp09-37692: Spring 2009 - course design for adult esl classes
37692: ESL 6636 CSO, 2 credit
" Online dates: January 31 - March 20, 2009
An optional orientation session will be held at Hamline on Saturday January 3, 2009 from 10:00 a.m. to 12:00 p.m. in Bush Library room 10.
How can ESL teachers develop courses to meet a variety of language and learning needs?
ESL students come to programs for a variety of reasons: some need English for the workplace; some need survival English; others may want to study in a community college or university. Explore the principles of needs assessment and course design, and learn the tools to develop courses which are tailored to the language and learning needs of your students. Create curricula and materials for use in your own program. Online login and course information at www.hamline.edu/gseonline. Target audience: ESL teachers of adult learners.
Or, contact the instructor: Karin Goettsch
INSTRUCTOR(S): Karin Goettsch DATES AND TIMES: Start End Days Begin End 01/31/09 03/21/09 LOCATION: Online COST: $460.00
Books: ($27.03 -amazon.com)($31.38 abebooks.com)
Related Sites:
Designing Language Courses: A Guide for Teachers Kathleen Graves (2000) Boston, MA: Heinle & Heinle Pp. xi + 308 ISBN 0-8384-7909-X (paper) US $20.95
"...comprises 10 chapters on various aspects of course design, including areas such as "Assessing Needs," "Formulating Goals and Objectives," "Developing Materials," and "Adapting a Textbook," as well as the perhaps less predictable topic of "Articulating Beliefs" (i.e., the teacher's own beliefs about language teaching and learning). While the chapters appear in an order which, with a couple of exceptions, reflects a fairly conventional sequence of processes of course design, the writer points out in her first chapter that she thinks in terms of a "systems approach" to the activity; she regards the various elements of course design as an interrelated and systematic whole, what she calls a "framework" for course design, where "as a course designer, you can begin anywhere in the framework, as long as it makes sense to you to begin where you do" (p. 3). Graves feels that conventional writing on course design views the process as a highly organized, linear one, in contrast to the "messy, multi-faceted, two-steps-forward one-step-back process" (p. 2) which she herself experienced in designing courses and which she feels is the reality for the majority of teachers....

WEEK #1 (Friday, January 30th-Thursday, February 6th 09')

Discussion Board

Subject: Sal-Alexandria: Morris Literacy Project -ESL Student Evaluator...
Author: Sal Monteagudo
Posted date: Monday, February 2, 2009 10:51:41 PM CST
Last modified date: Monday, February 2, 2009 10:51:41 PM CST
Total views: 26 Your views: 3
How many of you teach or will teach where there is...
Been and currently teaching (as a volunteer) the last 4+ years...
a required curriculum?
I'm a volunteer, so I teach with a "student-centered" lesson that I feel (from past suggested lessons/topics from required training workshops through the Minnesota Literacy Council) is "appropriate" for individual students.
a standardized test at the end of the course?
We are required to give an "exit" CASAS (same as an "entry") exam for students in a quarterly basis if possible (if we know the student is leaving, we then give it no matter how long it's been).
an undefined curriculum and/or unclear student outcomes?
In an annual meeting of teachers-volunteers, we get together with our local consortium (Alexandria, MN-45 minutes northeast of here) on our past evaluation. Here we get our report on how our local literacy classes are doing based on student's "outcome" (e.g. CASAS testing, # of hours we teach students, etc...))
an expectation that you will coordinate student outcomes with other instructors/employers?
We meet with other instructors (e.g. Melrose-an 1 1/4 hr east from here) in a monthly-quarterly basis throughout the year at Alexandria and share "notes" (e.g. tips, advice, mistakes to learn from, etc...) under the Minnesota Literacy Council.
nothing prepared and you will be starting from scratch?
The local (Morris, MN) coordinator (Morris Community Ed) I volunteer for and I have a somewhat "general" "itinerary tentative" schedule format for our ESL students.However, we (local ABE program) serve GED students too, so our schedule doesn't always go accordingly with "unexpected" # of GED students that come to our weekly (Wednesday evenings at the local elementary school) "open walk-in classroom" format.
Regardless of where you may be in the course design process, why is it important to always be thinking in terms of outcomes and assessments?
It gives us an idea how to shape the curriculum with an objective/purpose, lesson, and outcome/follow-up format to measure that particular student's progress. Thus, we (teacher) know how to "better" or "improve" our approach in teaching in the future ("next" student).

-Others
Subject: starting from scratch
Author: Gail K
Posted date: Tuesday, February 3, 2009 1:02:28 PM CST
Last modified date: Tuesday, February 3, 2009 1:02:28 PM CST
Total views: 17 Your views: 1
" I anticipate teaching in a situation where nothing has been prepared and where I'll need to start from scratch. However, administrators and students will have their goals and expectations in mind, so that gives me a starting point.
I think of outcomes and assessments as beacons that guide course design. They require me to ask questions such as "How relevant is the course to the needs of my learners? Is my teaching effectively helping learners gain the skills they need? Are course outcomes and assessments showing that I am on track with how I’ve planned this course to meet learner and instructor goals for the course? What do I need to change to help learners meet their goals?" And, does the administration/donor feel that their goals are also being met?" The answers help me line up the beacons, sail on, or change course.
I like the analogy Liz gives -outcomes as direction - where you're headed; assessments as feedback - where you are. Thanks, Liz. "

Reading

-Ch. 1 "A System Approach to Course Design"

I thought this summarizes what we are going to learn in this course...

""Because course design is a grounded process in the sense that you design a course for specific students within a specific context, you can work on more than one process at once or move between processes within the system and still be connected to the context..." [see flow chart Figure 1.1 pp. 3]

FORUM

Week 1 - Systems Approach, Context, Needs Assessment

-Others: Subject: Role of the learner in needs assessment

Author: Gail K
Posted date: Tuesday, February 3, 2009 5:17:28 PM CST
Last modified date: Tuesday, February 3, 2009 5:17:28 PM CST
Total views: 7 Your views: 2
" In ch. 6, on p. 99, Graves talks about the role of the learner in needs assessment. Her last sentence on the bottom of p. 99 says, “The students themselves will have expectations that may not include being asked to express their needs or be partners in decision making.” I have had learners like this.
My question is “What strategies might I use to help students begin to “feel skillful in participating and see the value” (p.100) of their partnership with the instructor in the process of assessing their needs in a course?” What can I do in the classroom to engage learners in this process? Although they may resist my efforts, how can I help them begin to change their understanding of their role? "

Author: Joyce Robles Posted date: Tuesday, February 3, 2009 10:18:21 PM CST
"...The short answer: Open up a channel of communication and use it regularly."
Author: Sal M
Posted date: Tuesday, February 3, 2009 11:01:04 PM CST
Last modified date: Tuesday, February 3, 2009 11:01:04 PM CST
Total views: 2 Your views: 2
What is your education or teaching (change to "learning") experience (subject, location, learner population, course design, etc.)?
What do you think a course in ESL Course Design (erase "Course Design") should address and what do you hope to gain from this course?
What are your career plans?
What are your hobbies?
Listen and have them (learners) share (orally, written, etc...) as much as they can about themselves!

"Hi Gail,
OneNote is part of Microsoft Office Suite 2003/2007
You literally organie your work in notebooks (electronic) but you have so many features. You can audio/video record right into the document (probably a hyperlink) and then type while that is going on. Whatever you type is syncked (sp?) to the audio/video so you can go back to your typed doc, clic on a segment and see/hear what it refers to. Great for notetaking. I would like to develop an ELL class to teach the students how to use this software as part of listening skills.
There's lots more, but maybe you can download a trial copy if you're interested in seeing it up close and personal. Have fun!
Joyce

Author: Sal Monteagudo
Posted date: Friday, February 6, 2009 12:37:23 AM CST
Last modified date: Friday, February 6, 2009 12:37:23 AM CST
Total views: 13 Your views: 3
Hi Gail,
I relation to "goals" (Ch. 6 pp. 108), we (Morris, MN ABE program) use this standard "goal" sheet (MARCS form-from Minnesota Literacy Council) with bullet points of topics the student can rank (1..2...) as their "goals" in this class. For example...
GOALS & ACHIEVEMENTS
"On the Goal line, write "1" for the primary goal and "2" for the secondary goal..."
Goal Met
___ ___ Obtain a job
___ ___ Improve/retain job
___ ___ GED
___ ___ Enroll in postsecondary/training
___ ___ Resume/job search skills
___ ___ Citizenship Skills
___ ___ English Skills
___ ___ Help w/ Child's education
___ ____ Other goal/achievement_______

I would suggest going to a dictionary and have them read the definition, show a picture describing meaning, use a video to explain it, etc.... I feel once they see this and the list above, it might help them better understand the "meaning" of "goal". Then help them "target (needs pp. 105)" realistic and unrealistic goals (Ch. 6 pp. 108).

Author: Sal Monteagudo
Posted date: Sunday, February 8, 2009 9:57:38 PM CST
Last modified date: Sunday, February 8, 2009 9:57:38 PM CST
Total views: 2 Your views: 2
I thought Graves shared a lot of great tips or stories we "teachers" (current & future) can learn from on Chapter 6. I would like to focus on "Ways of Doing Assessment" section (starting pp. 111) on questionnaires on "information on who they are as people (pp. 112). I "try" to ask the "right" questions to lead to an assessment to know their needs; however, I catch myself going into "rabbit trails" (going away from the topic or original focus).
Today, I was chatting with one of my "online students" (met in a chatroom). I shared what I'm learning on this course with him (a translator for the mayor of Istanbul) and I told him the "questionnaire" part. I jokingly told him I'll like to use him as my first "student" trial. I found myself interviewing "informally" him (e.g. music interest), which I hope to share some ESL resources relating to music. The conversation or "chat" lasted over an hour, with some topics unrelated to ESL; however, building that bond. I ended up copying and pasting (suggested in pp. 112) our chat, so I can use for future reference on "need assessment". I'm looking forward to using what I'm learning here with this student.

Subject: How to get honest/thought out answers?
Author: Jessica Baumgarten
Posted date: Tuesday, February 3, 2009 3:11:56 PM CST
Last modified date: Tuesday, February 3, 2009 3:11:56 PM CST
Total views: 18 Your views: 3
" I have done lots of needs assessment type things as a student, and often they are given without much notice, so I feel like even if I do have thoughts on problems with a class, often formal needs assessments have probably not reflected that for me at least, so I would think that's true of other students too. Anyway, is there anything you guys have done to help ease this problem?

Author: Sal Monteagudo
Posted date: Thursday, February 5, 2009 9:26:56 PM CST
Last modified date: Thursday, February 5, 2009 9:26:56 PM CST
Total views: 2 Your views: 2
I get formal and informal with some students because of our similar ages. I teach some students that graduate from college to work in local agricultural industries, so we can relate somewhat. I even add them on my "facebook", get their e-mails to e-mail them formal (ESL related) and/or informal (e.g.. community events) topics, and even phone #'s to "hangout". I can think of one student from Bulgaria that would repeat his needs to me to get it across to me. To this day, I still keep in touch (via e-mail) with him after he left in the winter of 07'. When I teach, I have a "cheat sheet" (small paper to pull out of my back pocket) to write notes (e.g. students' needs, hobbies/interest, etc..).

-My Contribution:
Subject: Problematizing Challenges & Networking w/ "Colleagues"?
Author: Sal M
Posted date: Thursday, February 5, 2009 8:45:54 PM CST
Last modified date: Thursday, February 5, 2009 8:45:54 PM CST
Total views: 2 Your views: 2
I would like to make a comment on the section-"Designing a Language Course is a Work in Progress" (Chapter 1 pp. 7). I 've been an ESL/GED volunteer for more than 4 years now and look back at some students wishing I could teach them "what I know now" (e.g. "needs" assessed, pronunciation, etc..) -especially after taking online courses through Hamline starting last summer. I feel I've loss some students due to my "lack of knowledge/experience ("problematizing" Ch. 2 pp.20)" in particular ESL topics. I agree when Graves stated..."Rather, teaching is an organic, unpredictable, challenging, satisfying, and frustrating process". (pp. 7).
Q: What has been everybody's "problematizing" challenges in teaching so far?
Q: Anyone here part of a "network" (e.g. online blog) of colleagues (e.g. help design your course, which is recommended in "Investigations" 1.5 Ch.1 pp. 12) to share teaching challenges and rewards?
-Sal
*sorry for this late entry. I finally got my book shipped to me (2-day service) and had my ESL-GED classes I volunteer weekly last night. I wanted to send this ASAP as I have yet to finish Ch. 6. Thanks for your patience and looking forward to hearing from you all!

Readings:
Graves:Ch. 1: Systems Approach to Course Design (pp. 1-12)
Ch. 2: Defining the Context (pp. 13-23)
Ch. 6: Assessing Needs (pp. 97-121)
ESP (English for Specific Purposes) (pp.99)
EAP (English for Academic Purposes) (pp.99)

WEEK #2 (Friday, February 6th-Thursday, February 12th 09')

Readings:
Graves:Ch. 4: "Conceptualizing Context" (Syllabus) (pp. 37-71)

WHAT MAKES UP THE CONTENT OF LANGUAGE LEARNING?
social context (pp.42)=>sociolinguistic skills, sociocultural skills, and sociopolitical skills
linguistic skills (pp.42)=> grammar, pronunciation, and lexicon/vocabulary
ASL (American Sign Language) (pp.44)
situational syllabus (pp.45)
theme syllabus (pp.45)=> topical syllabus (pp.45)
functional syllabus (pp.46)-contextualized paired w/situations [Communicative Functions]
competency-based syllabus (pp.46)
process syllabus "no predetermined content or outcomes for the course"=> task-based syllabus (pp.47)
content-based syllabus (pp.47) [examples-subjects: math, health, history, etc..]
macro skills of language (pp.47)-"speaking, listening, reading, and writing"
=>skills-based syllabus (pp.48)
genre (pp. 48-49)-"communicative events or "whole" texts which accomplish certain purposes within a social context" [examples: phone message, docter-patient dialogue, etc..]

FOCUS ON LEARNING AND THE LEARNER
A. Affective Goals-"learners' attitudes toward themselves, learning, and the target language and culture"
B. Interpersonal Skills-"how one interacts w/ others to promote learning"
C. Learning Strategies:
two-fold
(1) "in-classroom"
(2) "out of classroom-learning beyond"
FOCUS ON SOCIAL CONTEXT
1. Sociolinguistic Skills-"choosing and using the appropriate language & extralinguistic behavior"
2. sociopolitical skills-"learning to think critically and take action for effective change in order to participate effectively in one's community" (pp. 51)
=> "participatory syllabus"-"emphasizes learning to effect changes in one's community and workplace"

HOW DOES ONE GO ABOUT CONCEPTUALIZING CONTENT FOR A COURSE?
*figure 4.5
FLOW CHART (pp.66)

Discussion Board

Author: Karin G
Date: Saturday, February 7, 2009 11:11:44 PM CST
Subject: Week 1
" What was a key takeaway from Week 1 for you?"

Author: Elizabeth W
Posted date: Sunday, February 8, 2009 8:01:09 PM CST
Last modified date: Sunday, February 8, 2009 8:01:09 PM CST
Total views: 12 Your views: 1
" Overall, I liked that the approach of the book is that course design is a fluid process that doesn't have a set sequence of linear steps. This is the way my brain works. I like the affirmation that there is not one way to do it and that there needs to be flexiblity along the way to change as necessary to accomodate the real people that course is designed for.
A point that hit home: that in needs assessments teachers often ask what they want to know and often ask for way more information than they can use. We need to ask ourselves, why do I need this information? What will I use it for? I think that we also need to ask ourselves, what do students want us to know?"- liz

-My Reply
Subject: Sal-goal assessment profile (survey)....RE: Week 1
Author: Sal Monteagudo
Posted date: Monday, February 9, 2009 9:56:09 PM CST
Last modified date: Monday, February 9, 2009 9:56:09 PM CST
Total views: 12 Your views: 3
My personal "key take away" would be learning the tools in creating a "Student Goal Assessment Profile (Survey)" ("rough draft" assignment for this week) to "learn more about the students' needs", which I wished I learned how to do 4 years ago when I first volunteered to teach ESL! Thanks for everybody's thoughts and contributions through the "discussions" and "forums" so far-keep it up all!

FORUM

Subject: How would you conceptualize content of a lesson?

-My Reply
For me, this section (Chapter 4-starting pp. 54) helped me to continue to focus on "revamping" my current "choices of curriculum". Lately, I've been using the existing lessons or workbooks (e.g. Real Life English) and make it more "local focus". For example, in pp. 57 (Figure 4.6 chart), under "Culture" -#9. "about shopping in the United States"->"about shopping/eating (at a restaurant) in Morris" (supports "local economy" too) would be my change. Our class location is in a very rural area ("next" nearby town are 10-60 miles away in a 360 degree radius around here)! I've done this with some materials already (I use "local" maps instead of the samples in our books).
Overall, the "sample" (mind-map) charts given in these examples has given me creative "local" ideas to help the student "relate" to the content more since it's around us.
Anyone else get anything similar?

Subject: How often have you changed content during a course?
Author: Jessica B.
Posted date: Tuesday, February 10, 2009 7:15:35 PM CST
Last modified date: Tuesday, February 10, 2009 7:15:35 PM CST
Total views: 12 Your views: 4
" How common has this actually been for you guys? Since I've never taught before, I wondered how often major changes have happened for you guys. "
-My Reply
I'm no expert, but from my 4+ years of volunteer teaching, the course content changes is a "process" (Ch. 1. pp. 7) as mentioned by Graves. I've seem to change it more after each online course (this is the 3rd) I've taken and say to myself "I wished I learned this 4+ years ago"! However, I've been able to build a list of "topics" (topical syllabus Ch. 4 pp. 45) (from last online course) for "new" students to choose (this idea just started after this course!) now! I believe one will continue to change the content "a lot" more in the "beginning" years of teaching and "less" as their experience grows (as Joyce's 20+ years in teaching Spanish!). Along the way, your list of topics to teach will grow! Enjoy the "progress" !

-My Thread
Subject: Sociopolitical skills-What are your community's? Reply Quote Modify Set Flag Remove
Author: Sal Monteagudo
Posted date: Wednesday, February 11, 2009 11:21:03 PM CST
Last modified date: Wednesday, February 11, 2009 11:21:03 PM CST
Total views: 2 Your views: 2
As I've mentioned, we (Morris, MN) are located in a very rural "agricultural" community (3 hours northwest of the Twin Cities-Minneapolis-St. Paul area) of 5,000+ (city population). We get many questions (e.g. translation) on accessing our community's resources (e.g. "educational opportunities, emergency medical care, movies and theater, social events, etc.."-an example in Ch. 4 pp. 52). What has been your (if you have/are been/currently teaching) most common questions from your student's?

Assignment:

Written Assignment: Needs Assessment Plan
Draft due: Fri. Feb. 13; Final due: Fri. Feb. 20
In this folder, you will find 1) the Needs Assessment Plan assignment details; 2) some samples for your reference (but feel free to use your creativity and don't feel bound by them); and 3) some additional reference documents related to this assignment (in lieu of a course packet).
(see salsESL6636CourseDesignNeedAssessDraft.doc)

WEEK #3 (Friday, February 13th-Thursday, February 19th 09')

Discussion Board

Author: Karin Goettsch
Date: Saturday, February 7, 2009 11:12:12 PM CST
Subject: Week 2
What was a key takeaway from Week 2 for you?

Subject: Sal-Visual Curriculum Content....RE: Week 2
Author: Sal Monteagudo
Posted date: Monday, February 16, 2009 10:52:21 PM CST
Last modified date: Monday, February 16, 2009 10:52:21 PM CST
Total views: 2 Your views: 2
The various sample charts (e.g. mind-mapping) on Chapter 4's "Conceptualizing Content" and the peer-review assignment this past weekend gave me a "new revamping" of my current "itinerary" curriculum I "designed" last Fall (for another online class). I have a long way to go in this "ever-changing" "course-design" process! It's only been two weeks! I feel using pictures (e.g. Figure 4:8 pp. 61-"umbrella theme" to show the student your curriculum can be visually helpful. I'm using videos and clip-arts from the internet. Has anyone developed any curriculum lesson plan and are you using any "visuals"? What types?

-Others:

Subject: RE: Week 2
Author: Elizabeth W
Posted date: Saturday, February 14, 2009 4:16:16 PM CST
Last modified date: Saturday, February 14, 2009 4:16:16 PM CST
" I really liked the comment at the end of the chapter describing the conceptualization of content as being a two part thinking process. The first is "generative and creative and uncensored" and the second is "critical, vigilant and organized." That seems how I work although the first part is way easier than the second. I think that the specific learners' needs are especially important in the second part of the process. You can brainstorm all sorts of ideas but then you need to check them against the learner's needs. Will these ideas take the learners where they need to go? How do they need to be structured to get the desired outcomes?
Again, I like that Graves keeps reinforcing the idea that they is not just one right way to do all of this; that the creation process and the result can take many different forms all of which can be 'right'. "- liz
MY REPLY
Author: Sal Monteagudo
Posted date: Thursday, February 19, 2009 6:44:46 PM CST
Last modified date: Thursday, February 19, 2009 6:44:46 PM CST

Yes...It's been a "process" for me too, which this 2 assignments so far has really gotten me to do a lot of changes of my "itinerary" curriculum lesson plan. This line by Graves says it for me..
"The process is likely to be a back and forth between the two types of thinking before a product emerges that provides a practical foundation for further work on your course."-pp. 70 (Chapter 4)
I don't think there is ever going to be a "final" product or "real" COMPLETE Lesson Plan!

Readings:

Graves, Ch. 5: Goals and Objectives (pp. 73-95)

I. WHAT ARE GOALS & OBJECTIVES AND WHAT IS THEIR RELATIONSHIP (pp. 75)
A. Goals
"the destination; the journey is the course"
objectives-"different points you pass in the journey to the destination" *"...one of the goals of a course is to help students develop learning strategies or interpersonal skills, then class time will be explicityly devoted to that goal."

B. Objectvies
"...are statements about how the goals will be achieved."
*"...relationship between goals and objectives is that of cause and effect"

Forum

-Others

Author: Jessica B.
Date: Sunday, February 15, 2009 3:32:02 PM CST
Subject: Those of you who are currently teaching

"What are your goals for your current class? Why?"

Subject: Sal--hmm...grrt question....RE: Those of you who are currently teaching
Sal Monteagudo 6:10:46 PM CST
Total views: 2 Your viewsAuthor:
Posted date: Tuesday, February 17, 2009 6:10:46 PM CST
Last modified date: Tuesday, February 17, 2009 : 2
What are your goals for your current class? Why? Great question! I know this is our assignment by the end of this week, but I realized our "goals" are not stated in our class website or our "itinerary" curriculum. This recent chapter and assignment is going to encourage us to create on. So far, our site's only mentioned "goal" or "mission statement" is...
"learning and teaching a new language to one person at a time"

I should have one by the end of this week!
Morris Literacy Project Coordinator,
Sal:)
http://literacyproject.goodnewsmorris.info/

-Mine
Subject: Sal-["little steps"] Short Term "Objectives"->Long Term "Goals" ["BIG steps"] in Life!
Author: Sal Monteagudo
Posted date: Monday, February 16, 2009 11:13:04 PM CST
Last modified date: Monday, February 16, 2009 11:13:04 PM CST
Total views: 2 Your views: 2
I like the example (e.g. weight loss) Graves gives on defining goals as "more long term" (effect) and objectives as "short term" (cause) with Figure 5.2 "Cause & Effect Relationship between Goals & Objectives" (Chapter 5 pp. 77) . For example, my "biggest" goal growing-up was how to get to college. I had to take "small steps" or accomplish "short term" objectives (e.g. make money through a part-time job, perform well academically, etc..). What examples so far in your life you can relate this to? What "little steps" can we take to help our current/future ESL/ELL students?

Written Assignment:

Goals and Objectives
Draft due: Fri. Feb. 20; Final due: Fri. Feb. 27
In this folder, you will find 1) the Goals and Objectives assignment details; 2) some samples for your reference (but feel free to use your creativity and don't feel bound by them); and 3) some additional reference documents related to this assignment.
salsESL6636CourseDesignsGoalsObjectivesFinal.doc

WEEK #4 (Friday, February 20th-Thursday, February 26th 09')

Sun, Feb 22, 2009 -- Week 4 - Organizing Content
Hello everyone! Your Needs Assessment Plans are nicely written and quite extensively analyzed. I anticipate finishing commenting on and returning them by mid-week.
It’s Week 4 and our minds are on Goals and Objectives as well as thinking bigger to Course Content. While these assignments appear shorter, don’t be fooled – they require just as much thought. Feel free to add a little introductory narrative if it feels appropriate.
To remind us where we've been: We've explored who we are teaching and the context of our class. We've perhaps brainstormed and mapped the topics we intend to teach and narrowed the goals and objectives we have for our students. Now our task is to give the content shape and structure by choosing a type of syllabus outline that takes into account sequence and organization/focus that will work for our class. (Note from your readings and the sample assignments that we will be staying at a higher level and not be creating lesson plans in this class.)
A few reminders:
1) Remember to post at least twice per week to your small group (1 question and 1 response).
2) If you wish, post your “Key Takeaway” for Week 3 on the Discussion Board and any “Hot Topics” that come to mind.
3) Don’t forget to go to the Assignments red tab for a folder containing the Course Content assignment details, paper samples, and related readings - be sure to read these "additional reference documents" for more information and examples of different syllabi types. (See also my “Teacher’s Notes” under the Course Information tab.)
This week’s assignments and due dates are summarized in the table below. Hopefully this is a predictable schedule by now. Enjoy the last week of Feb!
Karin

Discussion Board

Author: Karin Goettsch
Date: Saturday, February 7, 2009 11:12:34 PM CST
Subject: Week 3

What was a key takeaway from Week 3 for you?

Subject: Sal-reflecting my own local program's...RE: Week 3
Author: Sal Monteagudo
Posted date: Monday, February 23, 2009 11:32:53 PM CST
Last modified date: Monday, February 23, 2009 11:32:53 PM CST
Total views: 2 Your views: 2
The whole assignment (Goals&Objectives Draft) itself was a key takeaway for the program I volunteer for. The supervisor I volunteer ESL &GED for and I never really sat down and thought this through for our local program. I sent him an e-mail asking -"What is our goals and objectives?" He replied with a 3-4 sentence "mission statement" (rough draft) after I did my own personal reflections on this question. Last Fall, I took a FREE online course on "Lesson Planning" through the Minnesota Literacy Council, which we really didn't focus too much on this topic of "goals & objectives". Also, learning the various "models" (Graves shared towards the end of Chapter #5) was very new and helpful on how to "structure" our assignment that will be implemented in the class I volunteer at and future classes I hope to teach at! This 3rd week topic really got me revamping my "itinerary" Lesson Plan I made-up for our local ESL program, which is an "on-going process" (noted back in our 1st week of readings!)! I'm looking forward to this week's lesson! THANKS!

-Other
Author: Elizabeth W
Posted date: Saturday, February 21, 2009 7:57:16 PM CST
Last modified date: Saturday, February 21, 2009 7:57:16 PM CST
Total views: 11 Your views: 3
"Liz,
I'm curious to know how one might measure attitude - that is, how would I know if my learners have achieved an objective based on attitude?
Gail
Well, I didn't really come up with a direct way to measure attitude in the way you are probably thinking. I did write a goal about gaining confidence and used objectives that would put students in situations that would help them build confidence. Confidence can be observed but there is still the affective part, how the student feels. If the goal is to look at a gain, then you could measure that in part with a reflective journal. I have still been thinking about the example in the book, that students will have a positive attitude toward writing. Do they cheer with enthusiasm when you say, take out a sheet of paper and write a paragraph? I don't know. I think that it is an interesting challenge though. Attitude is so key yet we don't make changing or encouraging it a goal. I think that what first comes to mind with goals and objectives is skill. Attitude and awareness do seem at first unmeasurable but there must be a way because we certainly can see them in action and feel the positive and negative effects of them (or lack of).
liz
-My Reply:
Author: Sal Monteagudo
Posted date: Monday, February 23, 2009 11:46:09 PM CST
Last modified date: Monday, February 23, 2009 11:46:09 PM CST
Total views: 2 Your views: 2
Yes, attitude! This can be a positive and negative "feeling" that a teacher can feel from their student-you can read it from their facial expressions! This reminds me of one particular student I had back in 2006-2007. His name was Tony from Bulgaria, who was probably one of my most motivated (came almost every week) student I've had so far in my 4+ years as a volunteer ESL teacher. His motivation encouraged me to keep finding creative ways teaching-including writing, which he really wanted to learn. His personal goal was to learn English, so he'll be able to succeed when goes back home to his home country when they join the European Union (Jan of 08'). My teaching experience with him helped me to look more into the 4 skills (reading, writing, speaking, and listening) in my "itinerary" lesson plan because I felt not having a structured "writing" lesson plan made me unprepared when he asked me to help with this particular skill. Fortunately, I'll be taking a course on this topic next semester here!

Readings:

Graves, Ch. 7: Organizing the Course (pp. 123-148)

Figure 7.6: Chris Conley's Adaptation of the Problem-posing Cycle
*print pp. 143-144 that can be used for "Student Profile Survey" in Needs Assessment throughout course/lesson program

A. Identify and Issue
B. Develop and present the issues as a code
C. Analyze the issue using the #5 Dialogue Questions
-1. Describe the Issue
-2. Ask students to define the issue
-3. Personalize the Issue
-4. Look at the larger context
-5. Address strategies for solutions
D. Choose a plan of action
E. Implement Action
F. Evaluate action

Forums

-Other
Subject: Which types of organization have been the most effective for you in the past?
Author: Jessica B
Posted date: Sunday, February 22, 2009 2:44:35 PM CST
Last modified date: Sunday, February 22, 2009 2:44:35 PM CST
Total views: 5 Your views: 3

"And for what sorts of classes? I feel like most of my "generic" language courses have been by theme and grammar points like the one on page 129. "
-My Reply
Author: Sal Monteagudo
Posted date: Tuesday, February 24, 2009 12:06:46 AM CST
Last modified date: Tuesday, February 24, 2009 12:06:46 AM CST
Total views: 2 Your views: 2
Lesson planning and course design has been very new to me just within the past year (when I started taking online courses through Hamline), which I (previously stated in the "discussion" earlier) wished I learned it when I first started teaching as a volunteer 4 years ago. From my "short" experience of teaching, I feel by "topics" is the best and easiest type of organization. For example, I've heard from folks and this recent chapter (#7) that we shouldn't just focus a whole lesson/class on "Grammar". Instead, it should be integrated or taught for a brief time during a lesson. I've been asked a lot by many of my students, which I teach for a short-time; however, I try to incorporate it with each of my "topics" (e.g. A to Z Alphabet-"A" is for apple, I (ate-past, am eating-present, will be eating-future) the apple; Health-Dr. Visit : "I (visited-past, am visiting-present, will be visiting-future) the doctor"; etc...); etc.....
-Response from others, but not with my theme:
Subject: RE: Week 3 Spiraling
Author: Joyce R

Posted date: Thursday, February 26, 2009 9:18:25 PM CST
Last modified date: Thursday, February 26, 2009 9:18:25 PM CST
Total views: 4 Your views: 2
" Page 138 discusses sprialing/recycling. The key phrase for me is in bold. We don't just go over the vocabulary and do the matching exercise (although that is called for in my syllabus), but we expand and apply the concepts to meaningful tasks. By meaningful, I mean to the student. The most motivating type of activity for my students always includes my personal transparency. Throughout the semester I use my family and personal interests for those recycling times. It seems like the students forget we're learning and think we're just sharing adult to adult.In that relaxed and open time, the affective filter drops and it seems that more is retained. poco a poco (little by little)
-My Reply
Subject: recycling-constant repeating....RE: Week 3 Spiraling
Author: Sal Monteagudo
Posted date: Thursday, February 26, 2009 11:16:53 PM CST
Last modified date: Thursday, February 26, 2009 11:16:53 PM CST
Total views: 3 Your views: 3
I remember doing this activity (match word with meaning game) with a previous online course (Minnesota Literacy Council), which we had to learn new vocabulary-from a different language (e.g. Somolian). It was challenging! The purpose of this "reintroduced" lesson activity was for "us" (ESL teachers) to "be in their (ESL students) shoes" when it comes to learning new "American" terminology-vocabulary words. When I was doing this "foreign language" activity exercise, I had to "repeat" this video exercise several or more times before I "fully" understood these new words. It's like that "matching" card game many of us use to play where we had to flip the card and memorize where it was when we find a "match". Teaching new words requires this "recycling" Graves mentioned in pp. 138!"

-Others
Subject: Organizing a course is not a jigsaw puzzle.
Author: Gail K
Posted date: Tuesday, February 24, 2009 3:21:08 PM CST
Last modified date: Tuesday, February 24, 2009 3:21:08 PM CST
Total views: 4 Your views: 2
" Here's something I found confusing in this week's reading and wonder if either of you might be able to offer some clarification.
I was challenged by Graves' assertion that organizing a course is not like putting a jigsaw puzzle together. (pp. 147-148). I understand her second argument against the puzzle approach - her concern to include student input into the process. But her first argument baffles me - "that it is an exercise in abstraction that will end in frustration." (p.147). I don't see puzzle pieces as abstract, but rather, concrete objects. Then Graves goes on to describe her efforts to rectify a disjointed course. It sounds to me that she's trying to put pieces together. What is it that I'm not understanding here?
Thanks,
Gail"
-My Reply
Subject: plato....RE: Organizing a course is not a jigsaw puzzle
Author: Sal Monteagudo
Posted date: Thursday, February 26, 2009 10:54:25 PM CST
Last modified date: Thursday, February 26, 2009 10:54:25 PM CST
Total views: 2 Your views: 2
Graves came with a personal experience (somewhat similar -Grammar as a topic-to what I've faced. Back in my "rookie" days, I would just hand a "grammar" book to our students wanting to learn "grammar". Knowing what I know now, I should've did a "topic" lesson along with some "grammar" activities)..
"I would try to integrate the four skills around a few topics, such as communication styles, while still leaving room for student choice" (pp. 148)
The way I see it is that we (teachers) "need" to be a bit more "flexible" and build our courses for room of error, so when we create a course "topic" session-we need to be "ready" for something that may not work and be ready for something to "replace" or "fill that gap/hole" (mistake).
I see it (course plan) like "plato", we can mold it anytime, but the structure is visibly there for us to see. I hope this helps!
-Mine
Subject: Specific functions?
Author: Sal Monteagudo
Posted date: Monday, February 23, 2009 11:57:24 PM CST
Last modified date: Monday, February 23, 2009 11:57:24 PM CST
Total views: 3 Your views: 3
From our past readings and now Ch. 7's "Organizing the Course", I've been reading a lot about the "integration" of vocabulary, grammar, and pronunciation into our "lesson plan" or "course design". However, they've (Graves) been addressing "specific functions" (see p. 144-the paragraph above "Investigations 7.8"), I might've missed it, but what is Graves addressing on this -"specific functions"????

Assignments Course Content Assignment
From your Goals and Objectives assignment, choose a set of 1-2 goals and objectives. Develop a syllabus sequence of at least 5 sessions in which students work toward those goals and objectives. Refer to Graves, pp. 52-3, 123-48 and 252-63.
50 points
Length: approximately 2-4 pages (single-spaced)
See examples posted in this folder
salsESL6636CourseDesignContentfinal.doc

Week #5-Friday, February 27th to Thursday, March 5th of 2009

Sat, Feb 28, 2009 -- Week 5 - In full swing
The weeks are just flying by and a new month is getting us closer to spring! I hope your Course Content assignments are coming along nicely and that you are getting valuable feedback from your peer review partner(s). While I will not be sending out a formal mid-term evaluation, I’m always open to your feedback on my own course design and your feelings about the assignments and activities.
Hopefully you're starting to formulate your own personal course design style and the light bulbs are going off as the pieces begin to fit together. The new topic for this week is building on what you’ve been thinking about – Assessment and also Evaluation.
A few reminders:
1) Keep the great small group postings going as well as any “Key Takeaways” for Week 4 and “Hot Topics” on the Discussion Board.
2) Don’t forget to go to the Assignments red tab for a folder containing the Assessment and Evaluation Plan assignment details, paper samples, and related readings.
3) New! Some of you are interested in issues related to Workplace ESL. I have added some resources from Betsy Parrish to the "Course Content" Assignments tab.
4) New! Thinking ahead: this week is our last reading in Graves (Chapter 10). The reading for Week 6 will be part of the “Jigsaw” assignment: find 1 relevant course design-related article or web site of your choosing that you find interesting. (NOTE: The syllabus says 2 articles but I’m changing the assignment to 1 article.) I will post this “Jigsaw” assignment under the Assignments tab with some suggested article links but you are welcome to draw on other resources you have or Google. For Week 7, you will write a short (no more than 1 page) summary of the article and the value you find in it and post it on the whole class Discussion Board to share with your classmates.
This week’s assignments and due dates are summarized in the table below. Happy evaluating! Karin

Discussion Board

Subject: Week 4
Author: Karin G
Posted date: Saturday, February 7, 2009 11:09:18 PM CST
Last modified date: Saturday, February 7, 2009 11:13:19 PM CST
Total views: 56 Your views: 1
What was a key takeaway from Week 4 for you?

Author: Elizabeth W
Date: Saturday, February 28, 2009 2:38:12 PM CST
Subject: RE: Week 4
"I started this week thinking this is challenging and I ended with the same idea. I think it is because there are so many possible ways to organize and sequence a course. There is no one right way, maybe a better way than another but even then, my better might not be your better. I think this is really true with sequencing. I see this when I sequence components of a lesson. It makes sense and fits for me, but my students don't always see it the same way.
Does this get easier the more you do it? I think that you might get better at seeing connections or thinking of organzing principles but in the end it still takes work.
My 'takeaway' is that organization and squencing should be revisited for a course - maybe even during the course, especially before it is taught again. It may need tweeking, it may need a complete overhaul or something in between but it shouldn't be approached as 'done'.
liz"
-My reply
Author: Sal Monteagudo
Posted date: Monday, March 2, 2009 10:07:18 PM CST
Last modified date: Monday, March 2, 2009 10:07:18 PM CST
Total views: 2 Your views: 2
I rather not use the word "easier", I say we get more "ideas" or "creative" after learning "new" ways in "teaching" a particular topic within your lesson plan. When you get "new creative ideas", you have to find a way to implement it into your current lesson plan. The chapter (#7) we were assigned and the assignment last week really helped (e.g. sequencing order) to "revamp" my original "lesson plan". You learn as you go!
-Mine
Subject: Sal-Language Code-Sensory activities? RE: Week 4
Author: Sal Monteagudo
Posted date: Monday, March 2, 2009 9:59:34 PM CST
Last modified date: Monday, March 2, 2009 9:59:34 PM CST
Total views: 3 Your views: 3
Chapter #7-"Organizing the Course" was a great chapter overall. The section-"Unit Organization's"-Figures 7.6 (pp. 142-143) was a great "visual" (wheel -Language & Skills Development, Specific Objectives, etc...) that helped me to better understand the whole context of this chapter, which was my "takeaway" for my assignment last week and present to future shaping of my current course design-lesson plan.
Graves quoted..."I may use loaded pictures, phrases, stories, dialogues, writing from students or texts, videos or any other tool that will achieve the goal of delivering the issue to the students..." (pp. 143) in refering to the "language of code". I feel getting as many sensory (visual, audio, touch, and even smell) activities will help the student to learn quicker and easier! Does anybody have any sensory lesson activities suggestions?
-others that replied:
Author: Joyce R
Posted date: Tuesday, March 3, 2009 11:12:24 PM CST
Last modified date: Tuesday, March 3, 2009 11:12:24 PM CST
Total views: 12 Your views: 2
"Hi Sal,
I really enjoy sensory lesson activities and language courses are one of the best contexts to use them. Sense smell is one of the strongest senses tied to memory (I think I'm remembering that correctly) I live to use wonderful smells to help activate background schema before a writing and/or speaking lesson. For example, I grew up in southern California. If I smell an orange, all of a sudden I'm warm, I see the sun shining, the large fruit hanging oh and there's our house old, run-down victorian--the only truly beautiful thing on the lot was the orange tree.
I think inventory sensory experiences students have had and then recreating them can be a great resource for bringing forth vocabulary and grammar that can be used in other ways.
What do you think of when you smell fish frying? Rice cooking? Coffee brewing? New mown lawn? Have fun! (Where are those scratch n sniff stickers when you need em?)
Joyce
Subject: RE: Sal-Language Code-Sensory activities? RE: Week 4
Author: Jill M
Posted date: Wednesday, March 4, 2009 7:52:06 AM CST
Last modified date: Wednesday, March 4, 2009 7:52:06 AM CST
Total views: 11 Your views: 4
" This remind me of the sensory box I had to create as a student in middle school. I had to put all different textured objects in a box that everyone had to reach into and other students had to identify the object based on its texture (rabbits foot, GAK - uck!, acorn, sand paper, etc.) This really was a great activity that forced students to rely on prior experience and knowledge in order to identify the object without the using sight....this was a great learning tool that demonstrated how powerful the sense of touch is when used without sight. We were required to then describe our feelings about our initial perceptions of each object...it was a great sensory and writing activity. (I didn't this this at the time, but as an instructor now....I understand the value.) Jill

Forums

Subject: How thoroughly have you evaluated past courses you've taught?
Author: Jessica B
Posted date: Sunday, March 1, 2009 12:05:43 PM CST
Last modified date: Sunday, March 1, 2009 12:05:43 PM CST
Total views: 3 Your views: 1
" I am curious to what you guys have typically done in terms of self evaluation in your past courses. Have you two used systematic observation, dialogue journals and more formal things like that or has your evaluation of your own past courses been more casual? "
-my reply

Subject: Sal-informally more...RE: How thoroughly have you evaluated past courses you've taught?
Author: Sal Monteagudo
Posted date: Monday, March 2, 2009 10:47:09 PM CST
Last modified date: Monday, March 2, 2009 10:47:09 PM CST
Total views: 2 Your views: 2
As you specifically asked, I ponder and now remember that I have done some assessments of my students, but very informally (wasn't taught much on this before I took an ESL Assessment online-course last summer of 08' since I started as a volunteer "way back" in the Fall of 08'-long over due now!). I've done some observations by asking my students questions (e.g. how was your weekend?) and they would give me "tips" (e.g. share current struggles) on what "leaner centered" topics I can focus teaching ESL on.
Also, I've collected their course work in a vanilla folder-you can say, a portfolio, but I really never used this for "assessing"!
reply to my thread:
Author: Gail K
Posted date: Thursday, March 5, 2009 4:41:04 PM CST
Last modified date: Thursday, March 5, 2009 10:29:05 PM CST
Total views: 6 Your views: 2
" The type of assessment tools I've used depended so much on the level of the students. When I taught preliterate and low-level beginners, most of the assessing I did was informal as I observed student performance of lesson activities. For example, in trying to get a feel for how well they were grasping pre-reading skills I would observe them doing a sequencing activity of the alphabet. Or for phonemic awareness activities we did, I would observe how often they chose the correct beginning or ending consonant sound in minimal pairs. During computer lab, students could chose listening activities that "scored" their correct answers to vocabulary cues. As they began writing, I did give spelling tests for sight words. But most of the assessment methods I used in this class were based on teacher observation."

Subject: teaching students how to use assessment tools Author: Gail K
Posted date: Tuesday, March 3, 2009 2:36:11 PM CST
Last modified date: Tuesday, March 3, 2009 2:36:11 PM CST
Total views: 9 Your views: 3
" On p. 213, Graves says, "An important point to keep in mind is that students need to learn how to use an assessment instrument..." When I was preparing students for an upcoming CASAS test, I found that the majority of the class didn't understand how to navigate the test. They didn't have the test-taking skills needed for the CASAS. I wondered how they had managed to take their initial CASAS test at orientation. I also wondered about the validity of their test scores which were used for placement purposes. This is a good reminder to me to incorporate into the syllabus the use of any assessment tool I plan to use with students.
Have you had an experience of giving a test (of whatever sort) and finding out your students don't know what to do with it? Or do you remember ever being the student in a situation where you were given a test and had no clue how to proceed?"

Assignements
Assessment and Evaluation Plan Assignment
Write a paper in which you describe your plan for assessing student learning and conducting course evaluation. 50 points
Length: approximately 1-2 pages (single-spaced)
See examples posted in this folder
salsESL6636CourseDesignassessfinal.doc

Week #6-Friday, March 6th-Thursday, March 12th of 2009

Sun, Mar 08, 2009 -- Hitting full stride in Week 6
Thank you for all of your Course Content papers – it’s exciting to see how your courses are coming together. Ready for Week 6? We’re starting to head into the home stretch. A couple things will change for the last two weeks:
1) Since our Graves readings are complete but you are going to search for your jigsaw article, I’ve decided not to require small group postings for Weeks 6-7 but encourage you to post open topics if you wish. Feel free to post “Key Takeaways” for Week 5 and “Hot Topics” on the whole class Discussion Board.
2) As posted last week, the reading for Week 6 will be part of the jigsaw assignment: find 1 relevant course design-related article or web site of your choosing that you find interesting. (NOTE: The syllabus says 2 articles but I’m changing the assignment to 1 article.) See the Jigsaw assignment that is posted under the Assignments tab with some suggested article links but you are welcome to draw on other resources you have or Google. For Tues. of Week 7, you will write a short (no more than 1 page) summary of the article and the value you find in it and post it on the whole class Discussion Board to share with your classmates.
3) Week 7’s other final writing assignment will be a short Reflection paper (assignment details posted under the Assignment tab). No peer review – simply email me your final by Fri. Mar. 20.
As always, let me know if you have any questions. Karin
This week’s assignments and due dates are summarized in the table below:

Assignment

Jigsaw Article/Web Site Assignment
Jigsaw assignment.doc (38 Kb)
< New! Article/Web Site Summary Posting Due: Tues. Mar. 17 (in lieu of small group discussion posting)
1) Choose a relevant course design-related article or web site that interests you, either from the attached list or one you find elsewhere.
2) Briefly summarize your article and its value to you (no more than 1 page single-spaced) and post it in the "Jigsaw" thread on the whole class Discussion Board for your peers.
salsESL6636CourseDesignJigsawArticle.doc

Discussion Board

Subject: Week 5
Author: Karin G
Posted date: Saturday, February 7, 2009 11:09:08 PM CST
Last modified date: Saturday, February 7, 2009 11:14:07 PM CST
Total views: 66 Your views: 4
What was a key takeaway from Week 5 for you?
-Others Reply
Author: Gail K
Posted date: Thursday, March 5, 2009 3:21:43 PM CST
Last modified date: Thursday, March 5, 2009 3:21:43 PM CST
Total views: 11 Your views: 1
" A key takeaway for me from Week 5 is Graves' WH questions framework for assessment/evaluation. This tool gives me a succinct, step-by-step guide to thinking through this process. I found it especially helpful that Graves modeled the use of her framework in analyzing David Thomson's writing plan (p.220).
Also, I like her idea for unit take home tests (p.208) where students answer twice, with two different colored pens - the first time "from their heads" and the second time with help from books, notes, peers. I wonder if any of you have experience using this kind of test. How did it work? Did you like it? How did your students respond to this format? Gail
-My Reply
Author: Sal Monteagudo
Posted date: Monday, March 9, 2009 9:58:45 PM CDT
Last modified date: Monday, March 9, 2009 9:58:45 PM CDT
Total views: 2 Your views: 2
This is a unique form of testing, which Graves state it's purpose is for "review" (a form of repetition learning, which I feel is effective). Any activity to get the student to go back on what they learned is a good teaching method. I can say I never participate in any test form like this. The closest testing past- experience to this form was back in high school in my Physics class. Our teacher would let us take only a 9 x 11 1/2 paper "cheat sheet" with us for a test. Creating this "cheat sheet" was like a review activity, which we sometime never had to look at this sheet because the reviewing process helped get the info into our heads! In conclusion, I feel any "review-repetition" activity in any form is an effective teaching method!
-My separate thread
Again, the assignment assigned to us was another "key takeaway" for the week. The "formative" ("in-progress") assessment is very important in knowing what topic/theme to continue with the individual student(s). For example, our weekly "open" classes (every Wednesday evening) are unpredictable on how "busy" or "slow" it'll be as we serve both GED & ESL/ELL students. It's difficult to keep track with every student when it does get "busy". Our ESL/ELL students use the Rosetta Stone software computer program (excellent speaking-listening skill activity, but don't want to "overuse" it!), which is very helpful when the class does get "busy" because the students keep "active" and "learning". However, how do we know how they are doing? After last week's reading, I got the idea of creating an assessment (record sheet to be kept in the student's "portfolio") to keep track of their score and vocabulary-terminology words (to be used for future "repetitive" re-learning via "quizes"-e.g. spelling test) the don't know. This tool that I described in my assignment will be very helpful in planning future "learner-centered" topics/themes for students. I wished I came up with this when I started 4+ years ago when I started as a volunteer tutor (presently still)!

Hot Topics (Discussion Board)

Author: Joyce R
Posted date: Tuesday, March 3, 2009 11:04:32 PM CST
Last modified date: Tuesday, March 3, 2009 11:04:32 PM CST
Total views: 19 Your views: 1
" I heard about this school on MPR this week. Maybe you would like to take five minutes to listen to this MPR broadcast on a new school whose approach is base on the ideas and environments found in video games.
http://www.publicradio.org/columns/futuretense/2009/03/a-new-school-fo.html
How do you think this relates to what we are reading about course design? I'll check back and see what you think. Joyce
Here are some quotes:
In the video game environment I learn as I need to, just in time, learn what my goal is and interact with my world and be given info about what I need to know and how I'm doing.
Clear information about what I need to do and how I'm doing.
Curriculum: Many aspects have been designed to support immersive game design.
Integrated curriculum in domains.
Inquiry driven, kids dropped into complex problem space.
Mission broken into quests (lessons) specific set of content knowledge,skills, build tools that are needed for the next quest with the objective of solving that final mission."

-Reply
Should Video Games Replace Classroom Learning? by Andy Carvin, 12:28PM
"...Anderson was talking about what are known as massively multiplayer online roleplaying games, or MMORPGs. These are games in which thousands of players can simultaneously navigate and compete in an immersive, virtual environment. And they’re not just for entertainment. In fact, NASA recently put out a request for proposals for game developers to create an MMORPG focusing on math and science education. ...
JEUX VIDEO / VIDEO GAMES

My Thread:
Subject: Community-Neighborhood ESL Issues?
Author: Sal M
Posted date: Tuesday, March 10, 2009 7:44:50 PM CDT
Last modified date: Tuesday, March 10, 2009 7:44:50 PM CDT
Total views: 3 Your views: 3
Hi all,
Just wanted to throw this question. What are your local-neighborhood community issues surrounding your ESL/ELL students? I just read an (Minnesota) article on Somolian refugees (had 1 GED student from Somolia in the past) be questioned by the FBI to "terrorist" links back in their homeland of Somolia. In Morris, we recently been having headlines showing faces of "Hispanic/Latino Americans" (many of my ESL/ELL students in the past and some still) tied to criminal activity. This being a small-town (5,000 pop.) community, "bad" news like this makes this certain ethnic group look bad and creates some "racism". I know because of some direct and indirect experience (e.g. heard from friends of local youth yelling derogatory names and telling them to "go back home" at local "Hispanic/Latino" migrant workers at a community event two summers ago).
As an "active" community-member, I "try" to "speak-up" for those that have "no voice" at times at many community functions (e.g. meetings). I'm wondering how big this type of issue is going on with the rest of the state, nation, or world? Can there be a particular topic/theme tied to our course design/lesson plan that relates to these community "social" issues/challenges?

Week #7-Friday, March 13th-Thursday, March 19th of 2009"Jigsaw Puzzle & Course Reflection"

Sun, Mar 15, 2009 -- Where did the time go?
Hello all! I don’t know if you agree, but the 7 weeks seem to have disappeared as quickly as the snow here this weekend. I hope it has been a good, if crazy, ride for you and I look forward to reading your Reflection paper to see what you will take away as you continue your course design journey.
1) By Tues., post on the whole class Discussion Board your course design-related article or web site summary and the value you find in it. (See the Jigsaw assignment that is posted under the Assignments tab.)
2) By Fri., email me your Reflection paper (assignment details posted under the Assignment tab). Feel free to revisit the “Key Takeaways” on the Discussion Board to refresh your memory of the topics covered this term.
Please also let me know when you send me your last paper whether you would agree to have your papers from this class retained as possible future samples to help others (with your name and/or institution removed).
3) A few opportunities to close out the class this week:
* Respond to a peer’s jigsaw posting if you are so moved, as others already have.
* Leave a parting message on the “Final Thoughts” thread that I’ve added to the Discussion Board – goodbyes, requests, future plans, etc.
* Hamline’s online evaluation will be sent to you upon completion of the course, but feel free to continue emailing me your thoughts on this course if you

Assignments
salsESL6636CourseDesignReflection.doc

1) How would you explain course design to someone who was new to the concept?

I would explain course design to someone new to the concept in a way that he/she can relate to based on his/her background, interest, etc... For example, I have a friend of mine that is a car mechanic. I would start asking him, how would you explain to a new car owner what are the basic ways to maintain a car? He would probably will answer by starting with changing your oil or checking the pressure of your tires. I would then ask, why? What is the purpose or goal of doing these? How would you teach this new car owner the necessary steps or objectives on reaching this goal? (-from week three: Graves, Ch. 5: Goals and Objectives pp. 73-95) This is the time when I would start explaining the similar concept of course design from an ESL perspective using the materials I've used in this particular online class. I would share Bailey's quote..""Because course design is a grounded process in the sense that you design a course (e.g. numbering steps for particular "new" individual car owners on how to maintain a car based on their "car" knowledge or experience) for specific students within a specific context, you can work on more than one process at once or move between processes within the system and still be connected to the context...". I would then show the excellent visual flow chart of Figure 1.1 on pp. 3 of Chapter #1-"A Systems Approach to Course Design".

From here, I would share my personal teaching experience that I shared on the discussion board during week one: I'm a volunteer, so I "try" to teach with a "student-centered" lesson that I feel (from past suggested lessons/topics from required training workshops through the Minnesota Literacy Council) is "appropriate" for individual students. For a standardized test at the end of the course, we are required to give an "exit" CASAS (same as an "entry") exam for students in a quarterly basis if possible (if we know the student is leaving, we then give it no matter how long it's been). In an annual meeting of teachers-volunteers, we get together with our local consortium (Alexandria, MN-45 minutes northeast of here) on our past evaluation. Here we get our report on how our local literacy classes are doing based on student's "outcome" (e.g. CASAS testing, # of hours we teach students, etc...). I coordinate with my students' outcomes with other instructors by meeting with them (e.g. Melrose-an 1 1/4 hr east from here) in a monthly-quarterly basis throughout the year at Alexandria and share "notes" (e.g. tips, advice, mistakes to learn from, etc...) under the Minnesota Literacy Council. We do our best as instructors to always be prepared. The local (Morris, MN) coordinator (Morris Community Ed) I volunteer for and I have a somewhat "general" "itinerary tentative" schedule format for our ESL students.However, we (local ABE program) serve GED students too, so our schedule doesn't always go accordingly with "unexpected" # of GED students that come to our weekly (Wednesday evenings at the local elementary school) "open walk-in classroom" format. Regardless of where you may be in the course design process, why is it important to always be thinking in terms of outcomes and assessments? It gives us an idea how to shape the curriculum with an objective/purpose, lesson, and outcome/follow-up format to measure that particular student's progress. Thus, we (teacher) know how to "better" or "improve" our approach in teaching in the future ("next" student).

One of my peers (Gail) quoted this on February 3rd's "Discussion Board":

"... I think of outcomes and assessments as beacons that guide course design. They require me to ask questions such as "How relevant is the course to the needs of my learners? Is my teaching effectively helping learners gain the skills they need? Are course outcomes and assessments showing that I am on track with how I've planned this course to meet learner and instructor goals for the course? What do I need to change to help learners meet their goals?" And, does the administration/donor feel that their goals are also being met?" The answers help me line up the beacons, sail on, or change course. I like the analogy Liz gives -outcomes as direction - where you're headed; assessments as feedback - where you are.... "

With the samples shown above, I'll share the assignments I did in this class as my personal steps in designing an "ideal" course. Another great visual graph and section in Graves's was in...

"Chapter #7-"Organizing the Course" was a great chapter overall. The section-"Unit Organization's"-Figures 7.6 (pp. 142-143) was a great "visual" (wheel -Language & Skills Development, Specific Objectives, etc...) that helped me to better understand the whole context of this chapter, which was my "takeaway" for my assignment last week and present to future shaping of my current course design-lesson plan. Graves quoted..."I may use loaded pictures, phrases, stories, dialogues, writing from students or texts, videos or any other tool that will achieve the goal of delivering the issue to the students..." (pp. 143) in refering to the "language of code". I feel getting as many sensory (visual, audio, touch, and even smell) activities will help the student to learn quicker and easier! Does anybody have any sensory lesson activities suggestions?"-from my "thread" of week five's "Discussion Board"

I would then ask my "mechanic" friend what steps he would take in teaching a "new" car owner what are the basic ways to maintain a car. I would then share some "peer evaluation" (similar to what we learned in this class) tips when needed on his "teaching design" strategy.

2) What did you learn about yourself as a course designer?

I learned that I have a long ways to go. I did have a "tentative"-"rough-draft" lesson plan prior to this course through a previous online class-"Fundamentals of Curriculum Development". During this course, I did a lot of "revamping". I shared this on week two during our small group "Forum"...

"For me, this section (Chapter 4-starting pp. 54) helped me to continue to focus on "revamping" my current "choices of curriculum". Lately, I've been using the existing lessons or workbooks (e.g. Real Life English) and make it more "local focus". For example, in pp. 57 (Figure 4.6 chart), under "Culture" -#9. "about shopping in the United States"->"about shopping/eating (at a restaurant) in Morris" (supports "local economy" too) would be my change. Our class location is in a very rural area ("next" nearby town are 10-60 miles away in a 360 degree radius around here)! I've done this with some materials already (I use "local" maps instead of the samples in our books). Overall, the "sample" (mind-map) charts given in these examples has given me creative "local" ideas to help the student "relate" to the content more since it's around us..."

I responded to one of my other "Forum" peers (Jessica) about this "revamping" when she asked-"How often have you changed content during a course?"

I'm no expert, but from my 4+ years of volunteer teaching, the course content changes is a "process" (Ch. 1. pp. 7) as mentioned by Graves. I've seem to change it more after each online course (this is the 3rd) I've taken and say to myself "I wished I learned this 4+ years ago"! However, I've been able to build a list of "topics" (topical syllabus Ch. 4 pp. 45) (from last online course) for "new" students to choose (this idea just started after this course!) now! I believe one will continue to change the content "a lot" more in the "beginning" years of teaching and "less" as their experience grows (as Joyce's 20+ years in teaching Spanish!). Along the way, your list of topics to teach will grow! Enjoy the "progress" !

3) Which aspects of course design come easily to you and which are most challenging?

The aspect(s) of course design that come easily for me was coming up with the "lesson topics" becuase of my previous course. However, this class has given me a more in-depth outlook (e.g. goals and objectives) on the "specifics" on what and how to teach the student on these "real-life" ESL "survival" skills. During the six-plus weeks, I would keep going back to my "tentative" lesson plan to "revamp" or "add" some lesson material or ideas to better teach.

I feel the most challenging aspect of course design that has haunted me before, during, and will be in the future is "time". I just don't have the concept of finding that time in meeting all the diverse "multi-level" students' needs I did read the article from the "Jigsaw" assignement (during week six)... Teaching Multi-level Adult Classes
"Needs Assessment
To ensure some success for all learners in the multilevel classroom, teachers must determine what each learner needs and wants to learn. This is accomplished through ongoing needs assessment that includes both standardized tests and alternative assessment, one-on-one interviews with learners, group discussions, and learner observation (Alexander, 1993; Holt, 1995; Isserlis, 1992; Wrigley & Guth, 1992). Throughout the needs assessment process, it is important that adult learners are actively involved in choosing the direction and content of their learning (Auerbach, 1992; Wrigley & Guth, 1992). Techniques for selecting the content or themes of class activities might include whole or small group brainstorming and prioritizing activities, and documentation and prioritization of individual learner goals ("I need English for..."). (See Auerbach, 1992 for additional suggestions on using learner themes.)...
Grouping Strategies
The use of grouping strategies can form the basis for the multilevel class as teachers mix and match groups, pair learners, and allow time for individual or solo activities during each class period (Bell, 1991; Berry & Williams, 1992)...
Using Self-Access Materials
When learners are doing independent or solo activities in the multilevel classroom, using self-access materials can enable them to take responsibility for choosing work appropriate to their individual levels and interests (Bell, 1991; Berry & Williams, 1992)...

4) Which aspects of course design have you already been doing and which are new for you?

The aspects of course design that I've "somewhat" already been doing and "somewhat" new to me were shared a little during a "Forum" question by a peer (Jessica) during week four:

"Lesson planning and course design has been very new to me just within the past year (when I started taking online courses through Hamline), which I (previously stated in the "discussion" earlier) wished I learned it when I first started teaching as a volunteer 4 years ago. From my "short" experience of teaching, I feel by "topics" is the best and easiest type of organization. For example, I've heard from folks and this recent chapter (#7) that we shouldn't just focus a whole lesson/class on "Grammar". Instead, it should be integrated or taught for a brief time during a lesson. I've been asked a lot by many of my students, which I teach for a short-time; however, I try to incorporate it with each of my "topics" (e.g. A to Z Alphabet-"A" is for apple, I (ate-past, am eating-present, will be eating-future) the apple; Health-Dr. Visit : "I (visited-past, am visiting-present, will be visiting-future) the doctor"; etc...); etc....."

Another already learned subject mentioned by Bailey that a peer (Joyce) shared in the "Forum" during this same week (four) was:

" Page 138 discusses sprialing/recycling. The key phrase for me is in bold. We don't just go over the vocabulary and do the matching exercise (although that is called for in my syllabus), but we expand and apply the concepts to meaningful tasks. By meaningful, I mean to the student. The most motivating type of activity for my students always includes my personal transparency. Throughout the semester I use my family and personal interests for those recycling times. It seems like the students forget we're learning and think we're just sharing adult to adult.In that relaxed and open time, the affective filter drops and it seems that more is retained. poco a poco (little by little)"

I then replied with:

" I remember doing this activity (match word with meaning game) with a previous online course (Minnesota Literacy Council), which we had to learn new vocabulary-from a different language (e.g. Somolian). It was challenging! The purpose of this "reintroduced" lesson activity was for "us" (ESL teachers) to "be in their (ESL students) shoes" when it comes to learning new "American" terminology-vocabulary words. When I was doing this "foreign language" activity exercise, I had to "repeat" this video exercise several or more times before I "fully" understood these new words. It's like that "matching" card game many of us use to play where we had to flip the card and memorize where it was when we find a "match". Teaching new words requires this "recycling" Graves mentioned in pp. 138!"

I would later emphasize this topic towards the end of our course in week six about using "repetion" in vocabulary words from "unknown" words that a student will write in a sheet of paper while using our Rosetta Stone computer software program. This "new" activity that I plan to develop and added into my "tenative" lesson plan for our local literacy program came out from week five's assignment on "Assessment and Evaluation Plan".

5) How might you incorporate what you have learned in your current or anticipated position?

I have and will be incorporating what I have learned in my current and anticipated position by applying the various applicable topics we learned from this course. Throughout this 7 week course, I've been recording notes to my personal site, Course Design, to help "quickly" look back on any "related" topics. Also, I've been developing "new" materials for students-particularly the assessing part that I already shared (see GoodnewsMorris Literacy Project: Students) throuh a "new website" I designed during the beginning of this course ) with some students during the past 7 weeks. Lastly, during this last week (seven), I was reading as many articles shared in the "Jigsaw" assignement, which I took a lot of notes to use for future references when the "situation" relating to the topic comes during my course of teaching in the future-some already are being implemented.

Government

After reading this article- "Beginning to Work with Adult English Language Learners: Some Considerations" by MaryAnn Cunningham Florez and Miriam Burt National Center for ESL Literacy Education October, 2001- I decided to "google" search the most recent data of "". I found this site, which it came up with these figures

"More than 60 percent of English language learners are in six states: Arizona, California, Texas, New York, Florida, and Illinois. Between 1995 and 2005, seven states had a 300 percent increase in English language learners: Alabama, Indiana, Kentucky, Nebraska, North Carolina, South Carolina, and Tennessee."-Meet the Needs of English Language Learner Students

I agree with Florenz & Burt that many of us "teachers" are working with these learners for the "first-time", which we all need to be in the "same page" on how to go about teaching them. As I wrote in the first paper on the background on how I started this "volunteer-teaching" literacy position in 2004, I was entering this "program" somewhat "blind"-just feeling my way through and learning as it goes. I finally decided to take "online-courses" last summer (2008), which my eyes started to see "clearer" on how to go about this literacy program. As I stated earlier in several papers now, I wished I knew what I know now back then-possibly would've been able to keep more of my students! What attracted me to this particular article to write about was the "great suggestions, tips, etc..." -some considerations in working with English Language Learners (ELL)...

The first area is a "consideration" that us-"teachers" need to constantly remind ourselves. These ELLs' are "adults" and we need to teach them differently then children. I have to admit, I forget this many times when I'm teaching to these ELL's just because of their different nationality and language difference. It might because of my "American" up-bringing, which we tend to have that "we are the best" pride-ful mentallity. I personally need to look back of why I first started to have the desire to start doing what I'm doing now. A couple of years ago, I was interviewed by the local newspaper about this literacy program. I shared my personal family story that my parents (from the Philippines) faced some "discrimination" because of their English accent as "first-generation" Americans when they immigrated to the States in the early-to-mid 70's. Also, being in this "teacher" position , we can all have that "know-it-all" mentallity. We can "unintentionally" start looking down at students or learners because of "all the knowledge" we "think" we might have. This is why I like Knowles' principle(s) of...

I look back in the 4+ years I've been doing this program and realize I've been learning this principle! My favorite saying that I tell people about this program is that "I teach them and they teach me". This meaning that I teach them English and other "real-life" skills with the language, while they teach me many various interesting topics (e.g. their own language-Spanish, Russian, Portuguese, etc...; culture, and many other "bigger" life perspectives of this "global" community we all live in together that's different from my sometime "small" narrow view.). For example, one of my most recent large-group activity was sharing stories of hospital visits. I asked my students to each share their personal "comparative" experience of the similarities and differences of America's hospital systems and their own native-countries'. I actually was more grateful of our "not-so-perfect" health system in America after hearing the individual stories from my learners. One student shared how they would have to wait for hours or even might have to come back the next day for an available doctor when visiting a clinic or hospital back in their own home country. This large-group discussion went longer than expected, which I had to "cut-off" the time due to the limit of time we had for this particular evening. I noticed that learners love sharing stories and talking if we just give them the chance. This reminds me a tip I've learned from these "related online-classes"-teachers need to do less talking and more listening to the students we are teaching.

The second area is a "consideration" of second language acquisition (SLA). We "teachers" do need to understand how any learner acquires a "second-language". Some of the questions I have read repeatedly from these "related" online-courses that is good to reflect periodically is: Have you ever learned a "second-language"? What helped you learn it? For me, I took Spanish as my "required" second-language to learn back in high school. I took it three years and an additional year during my first year in college. What helped me learn this second language was the many "fun" interactive activities: singing, repeating, and using as many of my 4 senses (audio, visual, touch, and smell-if possible). However, all these activities were in the classroom. I really never had the opportunity to apply it until I went on a church-mission trip with a group in the summer of 2001 to Nogales & Mascarenas-Sonora, Mexico. This would then prepare me to what I"m doing now when I started as a volunteer in this literacy program 3 years later (2004). I've heard that one of the best ways to learn a "second-language" is a full-immersion experience in a country where that language is primarily spoken. This leads me to the major point I learned from this part of the article...

Going to Mexico (an outside classroom experience) was the first time I was able to actually use and "naturally communicate" in Spanish after 3-4 years of "in-classroom" experience. The health activity I shared earlier was preparation of a "new-developed" lesson topic I got from a previous online-course ("Oral Communication"). It was so amazing to just hear the students (mostly the advance to intermediate) talk-on-and- on , where I just listened! This "sample-test" oral-acitivyt gave me an ambition for more of these type of activities to hear more "meaningful interaction and natural communication". As I shared in a previous e-mail, a couple of these students that partook on this activity in the Fall of 08' would actually visit a local clinic, which I ran into them last month (February of 2009). Even though we didn't do the next proposed activity-"Doctor-Patient Dialogue"-, we kind of hit the "real-life" skill topic that's applicable to their current life situation.

We live in a country known as the "Melting-Pot" (a mixed of many nationalities from all over the world in one land), which we have grown successfully due to this diversity. Despite our current challenges (e.g. economically), we can overcome them if we just know how to "work-together"! This brings to the third area of "consideration"-culture and working with multicultural groups: Recently, I was interviewed for a local article pertaining to this county-wide project we are doing called "Stevens Forward" (community-networking building project in our county of 10,000 + people). As a member of this 14-member group, we came-up with 14 goals or "destiny drivers" to make our county a "better" place to live, work, and play. The specific "destiny" I was interviewed for was on "inclusiveness of our community's diversity" (see "Stevens FORWARD! -- Embracing all that people are and can be" article). I shared the benefits (e.g. economically) of getting to know the growing ethnically-diverse: migrant, immigrant, and international student (high school and college) population in these parts of west-central Minnesota. This brings to one of the ways as "teachers" being part of the numerous individual communities scattered throughout this county or world in "easing" the "process of adapting" ELL's to a new culture....

I've been doing this literacy program for over 4+ years and other related "multi-cultural" (befriending international students since my early college years in 95') activities for an additional 9+ years- I still make "cultural" mistakes. One recent one was 2 weeks ago when a student from Ukraine and I started talking about the "political" situation in Russia. Note: "DO NOT talk politics with your ELL!" I wasn't "trying" to make any references to a particular side, but my ELL perceived it and he started defending where his "ancestors" came from. I tried to show him that I understood and then he started to give an invitation for me to come someday in the future, which I took his invitation as "someday" willingly.

As stated earlier-repetition is one of the key activities to learning a "second language". This brings to the last area in "consideration" of this four-part section of this article-instructional approaches that support second language development in adults: The author of this article states many great tips of ways to "support" a student learning a "second language". The tip that sticks out the most that was mentioned during the recent peer-review for our latest assignment was number six...

The particular order of the topic-themes within a lesson plan is very important. I don't believe there is one "right-way" because each diverse classroom has it's own diverse "need assessment". However, before jumping from one topic to another, the student needs to get familiar with the lesson that was already taught. It's up to the teacher to know how to "transition" the sequence from each session, so the material that was taught prior will not be forgotten. For example, in the last assignment we had on "Assessment and Evaluation Plan" on week five , I wrote about this new lesson activity. It is for my local literacy program on better ways of learning new vocbulary through the Rosetta Stone computer software program. When a student writes an "unfamiliar" word on this sheet, I'm hoping to build a sequencing activity (e.g. spelling test/quiz, theme-topic "tasked based" activty, pronunciation, etc...) relating to these word, so the student will get more familiar and comfortable with new terminology words to build their English skills.

English That Works: Preparing Adult English Language Learners for Success in the Workforce and Community Brigitte Marshall Oakland (California) Adult Education July 2002
The Freirean Approach to Adult Literacy Education David Spener National Center for ESL Literacy Education April 1990, Revised November 1992
A New CAELA Network
"... brief, Facilitating Adult Learner Interventions to Build Speaking and Listening Skills, is now online This brief, written by Sharon ..."
Issues in Accountability and Assessment for Adult ESL Instruction Carol Van Duzer National Center for ESL Literacy Education February, 2002
"Throughout the 1990s, legislation increasingly required programs receiving federal funding to be more accountable for what they do...
What does legislation require? The Adult Education and Family Literacy Act (Title II of the Workforce Investment Act [WIA] of 1998) requires each state to negotiate target levels of performance with the U.S. Department of Education (ED) for three core indicators:
1. demonstrated improvements in skill levels in reading, writing, and speaking the English language, numeracy, problem solving, English language acquisition, and other literacy skills;
2. placement in, retention in, or completion of postsecondary education, training, unsubsidized employment, or career advancement; and
3. receipt of a secondary school diploma or its recognized equivalent. "
Planning, Implementing and Evaluating Workplace ESL Programs, Allene Guss Grognet Center for Applied Linguistics Project in Adult Immigrant Education(PAIE) June 1996
"..How should a needs analysis be conducted?
...Participatory learner-generated needs assessment is not antithetical to the traditional needs assessment process. Grognet (1994) stresses that for adults learning English as a second language, any instruction to help them succeed in the workplace is in their best interest and is by definition learner-centered. Lomperis (in press) asserts that having a curriculum framework generated from a pre-program needs assessment can facilitate the process of soliciting input from learners in the classroom. Finally, Mansoor (1995) speaks of the necessity for the needs analysis to be performed not solely for the jobs the participants have, but for the positions they aspire to, as well....
Workplace Curriculum Topics
1. Workplace Communication Expectations
* greeting coworkers
* asking questions
* making "small talk"
* reporting problems and progress...
=>Evaluating Workplace ESL Instructional Programs
"EVALUATION MEASURES AND ACTIVITIES
...Qualitative measures include focus groups and individual interviews, workplace observations, and portfolios of learner classwork (Alamprese, 1994). Quantitative measures include commercially available tests, scaled performance ratings, and some program-developed assessment tools, such as portfolios. ..
Sarmiento (1993) asserts that other factors (Are there opportunities for workers to advance? Are the skills of all workers appreciated and used? Is worker input in decision making valued?) need to be considered when evaluating workplace programs. However, for ESL participants who come from cultures where assertiveness, ambition, and speaking up on the job may not be valued, the presentation of opportunities to succeed is not enough. Advancing oneself at the U.S. workplace is a cross-cultural skill, which, like language and literacy skills, must be taught. "
*see GoodnewsEverybody.com Liberal Arts-Educational, Career, Jobs, Employment, etc... Opportunities
Social Identity and the Adult ESL Classroom, Char Ullman University of Arizona October 1997
"Social Identity and Language Learning
...Structural inequalities such as racism, sexism, and classism can limit learners' exposure to English as well as their opportunities to practice it (Spolsky, 1989).
Multiple Discourses
...When immigrant learners talk about their aspirations in the United States, the teacher's response and their classmates' responses, along with their own words, are important parts of their self-recreation. If someone yells, "Illegals go home!" on the way to class, this too becomes part of the conversation. And it is this complex, changing self that learners bring to the ESL classroom...
Bringing Larger Discourses into the Classroom: What are some U.S. perspectives about immigration? Listening to news reports and reading articles about public attitudes toward immigrants, for example, can facilitate the development of critical thinking skills and help learners to see some of the ways the larger culture perceives this aspect of their identities. This can help learners to better understand the outside pressures on their sense of self. ...
Author: Jessica B
Posted date: Tuesday, March 10, 2009 2:35:03 PM CDT
Last modified date: Tuesday, March 10, 2009 2:35:03 PM CDT
Total views: 27 Your views: 2
"...The author encourages teachers to explore identity issues in their classes. She recommends portfolio writing, journaling and group discussion to get the learners talking about their stories and identities in various ways. She also recommends having learners recount and deal with conversations in which they were not listened to in the form of improvisational dialogues and also discussing the attitudes toward immigrants in the US.... "
Teaching Low-Level Adult ESL Learners Grace Massey Holt California Department of Education January 1995
"Prior to the late 1970's, instructional methods and materials for adults learning English as a second language (ESL) assumed the presence of literacy in a first language (Wrigley & Guth, 1992). After 1975 the United States experienced an influx of refugees from Southeast Asia. Many had minimal or no experience in reading and writing in their native languages and, as the learners joined ESL classes, educators saw that existing methods and materials were not appropriate for these learners. Ten years later, during the implementation of the Immigration Reform and Control Act (IRCA), educators were again faced with teaching adult learners who had little or no schooling in their native countries...
"Assessing Through Reading
Reading readiness tasks can be used for literacy screening. For example, learners can be asked to complete the following tasks. (The literacy skills being assessed appear in parentheses.)
* Complete an alphabet cloze (for example, A B ___ D ___ F G H ___ J), supplying the missing letters. (familiarity with Roman alphabet)
* Copy a sentence. (speed and ease in forming words)
* Read two simple sentences. (basic sight vocabulary in context)
* Point to letters corresponding to the sounds made by the teacher. (simple consonant sounds not easily confused)
* Read several unfamiliar or nonsense words. (blending sounds)
A learner who can recognize basic sight words or use a knowledge of phonics to approximate the sounds of unfamiliar words probably does not need basic literacy instruction. ...
Techniques for Working With Adults
Knowles and other educators maintain that adult education is most effective when it is "experience centered, related to learners' real needs, and directed by learners themselves" (Auerbach, 1992, p. 14). Bell and Burnaby (1984), Holt (1988), Holt and Gaer (1993), and Wrigley and Guth (1992) list techniques that involve beginning level learners as active participants in selecting topics, language, and materials...."
Teaching Multi-level Adult Classes
"Needs Assessment
To ensure some success for all learners in the multilevel classroom, teachers must determine what each learner needs and wants to learn. This is accomplished through ongoing needs assessment that includes both standardized tests and alternative assessment, one-on-one interviews with learners, group discussions, and learner observation (Alexander, 1993; Holt, 1995; Isserlis, 1992; Wrigley & Guth, 1992). Throughout the needs assessment process, it is important that adult learners are actively involved in choosing the direction and content of their learning (Auerbach, 1992; Wrigley & Guth, 1992). Techniques for selecting the content or themes of class activities might include whole or small group brainstorming and prioritizing activities, and documentation and prioritization of individual learner goals ("I need English for..."). (See Auerbach, 1992 for additional suggestions on using learner themes.)...
Grouping Strategies
The use of grouping strategies can form the basis for the multilevel class as teachers mix and match groups, pair learners, and allow time for individual or solo activities during each class period (Bell, 1991; Berry & Williams, 1992)...
Using Self-Access Materials
When learners are doing independent or solo activities in the multilevel classroom, using self-access materials can enable them to take responsibility for choosing work appropriate to their individual levels and interests (Bell, 1991; Berry & Williams, 1992)...

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Effective Course Design

"A teaching and learning video vignette presented by Kassia Wosick-Correa. "

Student Feedback

Shaping the Way We Teach English: Module 05, Learner Feedback

"One important distinction to make when giving learner feedback is that of formative vs. summative evaluation. Formative evaluation is a way of giving students feedback along the way. It is the answer to the questions, "€œHow am I doing so far?" and "€œHow can I improve?"€
Summative evaluation includes those kinds of evaluation that summarize a student’s overall performance. For example, the final grade for a course.
In this module, we'll look at some: * General "Dos and Don€™'ts"€ for formative learner feedback. * And, some specific techniques for giving feedback on work that students have produced when the primary focus is on oral skills, and on writing skills.
An innovative offering from the Office of English Language Programs, Shaping the Way We Teach English, is a 14-module teacher training video series developed and produced in cooperation with the University of Oregon. "