FALL 2012 – LL ED 005 College Reading: Deep Processing & Meta-Cognition
The link below is a PowerPoint from a lesson done about half way through the semester to transition from information processing/memorization to deep processing and meta-cognition. This lesson sits before the beginning of the critical thinking units.
Reciprocal Teaching Lesson
Toolbox assignment for application in PSYCH 100 (paired with LL ED course)
Critical Thinking Unit: Point of View
This lesson followed an introduction to critical thinking and uses the Paul and Elder CT framework.
Lesson – Point of View Lesson
In-class Handout – In Class Activities Handout – personal example
In-class POV Handout - Points of View In Class Handout – academic example
Toolbox Assignment – Toolbox Assignment
Paul, R. & Elder, L. (2006) Critical Thinking: Tools for Taking Charge of your Learning and your Life. Pearson-Prentice Hall. Upper Saddle River, NJ.
FALL 2010 – ESL
Last year, I decided to have students get serious about vocabulary development – and the results were pretty dramatic – from previous semesters, where I felt I didn’t have enough time to explicitly teach vocabulary and left them with suggestions and resources that they never used fully (and their pre-post vocab tests only showed about a 5 point increase) to last fall where I counted vocab as part of the grade – and saw their scores skyrocket to 15, 21, 30, and 36 % higher in the post test. So clearly, the incentive tow ork towards a grade also helped them improve their vocab.
We did a 2-fold activity – First, I gave them both the top 2000 word list and the AWL to look through. Each week, they had to choose 10 words to learn and record on either index cards or a vocabulary notebook set-up that I provided and checked weekly (including word, definition, word family, collocations, dictionary sentence, their own sentence and pronunciation) and a chapter a week (10 more words) from their vocab textbook. They got a weekly score based on a quiz on the 10 textbook words and their notebook. The power of grades…
Also, much of the research over time has said that grammar taught out of context really doesn’t lead to improvement in mastery of grammatical elements, so I did most of grammatical work individually. I always felt (like with vocab) that we weren’t making enough progress. So this year, I got a teaching grammar text for myself and am using it, along with an article on “noticing” grammatical elements to formally teach some elements of grammar alongside the writing assignments we are doing. I gave a grammar pre-test and am hoping to see results compared to this when they take it again this December.
I also changed the assignments and grade distribution this year….
At my other place, I have made significant changes to the 026 course that I was really unhappy with. I’ll still use the textbooks – but more for homework for them… and will use the time in class for other things
SPRING 2010 – ESL HACC
Using the SIOP Lesson Planning Model for a recent ESL class…
SIOP Lesson Plan – ESL 026 – 02/23
Content Objectives: recognize and use vocabulary associated with hurricanes
vocabulary: evacuate, hurricane, category, coast, to fill up, to grow, to issue, plywood, wind, to not take a chance, to buy water, to put plywood up, to get a generator, to store canned food, to withdraw money
Language Objectives: (From 335 document)
- Students will develop use of the present continuous tense
- Students will recognize verb tenses: present continuous tense
- Students will differentiate use between present tense and present continuous tense
Building Background (Comprehensible Input):
- Watch 2 Weather.com videos – “Stormchaser caught off guard in Katrina” and “ Before the hurricane hits” – weather.com – weather news – hurricane – video
- Now Hear This CH 2 pp. 11-14 – building vocab and background info
- Use whole group & pairs throughout (see notes in book)
Lesson Delivery (supports language and content objectives) – less teacher time – Are students engaged 90-100% of the time? – Appropriate pace?
- Now Hear This – pg 15 C – NOTICING present Continuous Tense
- Stop to teach formation of Present Continuous Tense – Tell them to take notes! When do we use it – answers the question what is happening NOW? at this moment in time…..
- Write down how we make the tense – match verb to be to the subject and add ing to root.
- Practice forming the Present Continuous Tense (pct)
- Scaffolding – Model it
- 1) Ask – “What am I doing?” They say – You are walking… write it on the board
- Scaffolding – Model it
- Scaffolding – Guided Practice
- 2) Now ask a man to walk – ask “What is he doing?… “ “ “ “
- 3) Now ask a woman – What is she doing? ditto
- 4) Now ask 2 people – What are they doing? ditto
- Say it in choirs – questions answers – right side, left side, men, women
- Scaffolding – Individual Practice
- 1) Handout with pics of woman cooking, men running, man talking on the phone and 2 additional questions – What are you doing? What are we doing? Provide word bank with root forms of verbs and samples of pct formation
- Dictation (with support)
- Now Hear This – 17A – with Handout scaffold – focus on formation of pct.
- Sentence completion – in pairs – Now Hear This 17B
Authentic and meaningful activity (assessment) : Handout – imagine you are preparing for a hurricane to come… using a prepared to-do list – 5 things (present tense) – Call your neighbor and tell them what you are doing to prepare (present continuous tense)
- Activity above (authentic and meaningful) – Handout
- Listen and give thumbs up/down/closed fist for correct/incorrect/I don’t know – Is the sentence, using present continuous tense correct or incorrect – why? – In response to questions….
- Hey what are you doing? I am walking to the store. C
- What’s your brother doing? He going to the bank. Incorrect
- What are those 2 girls doing over there? They talk to each other. Incorrect
- What is that dog doing? It is chewing on a bone. C
- What is the weather doing outside? It snowing. Incorrect
- Question Cubes – root verbs on cube: buy, eat, cook, look, walk, talk – They roll the dice and take turns answering the questions.. What are you doing? What is she/he/it… What are they…. etc….
- Survey – DO they feel ready to move onto the next language chunk.
Is there enough oral rehearsal time?
I could do a better job of using vocab from the lesson and incorporating them into the made-up activities/handouts….
Are there enough examples/connections to real life usage (like our telephone practice – what are you doing?
Lesson Plan for ENG 027 – 04/14/2010
1) Warm-up – Conversational turn-taking with Q –> SA + Ei
(335) Strengthen basic speaking skills used in simple conversation
2) Review of previously studied rhetorical styles & tools
(335) Recognize chronology, process, classification, comparison/contrast, and causal analysis aurally
3) Vocabulary development – American Civil War (CH 14 – pp 95-96 + WebCT link to practice)
4) Cause/Effect cues – CH 14 – pg. 96
5) Pronunciation feedback sessions
(335)Develop consonant sounds, simple present and regular past tense verb endings, and plural noun endings through reinforced practice and a selected memorization activity
6) Provide summer web-based practice sites – Randall’s ESL Listening lab
1) Managing speech anxiety (connect later to cause/effect)
(335) Participate in group discussion on a variety of academic topics
2) American Civil War
(335) as in 1) & 3)
3) Use of fishbone diagram for note taking with Cause/Effect
(335) Begin to develop note-taking skills
4) Critical Thinking – secondary causes…
1) Warm-up/gathering – Q ->SA + Ei
2) Speech anxiety (connect in step 4 to fishbone)
3) Review of previous rhetorical styles
4) Lesson: Cause/Effect with fishbone – CH 14
5) Summer web-based practice site – Randall’s ESL Listening Lab
6) Individual feedback sessions – pronunciation – poem
1) Review lecture from CH 14 and complete comprehension questions
2) Quiz – Cause/Effect vocabulary (CH 14) and fishbone