Lesson Study

Lesson Study is a method used by teachers in order to improve teaching lessons. It is a collaborative investigation by teachers which takes place in classroom. Thus, to accomplish this methodology, teachers must follow some steps:

1. Form a team between 3 or 6 instructors.
2. Develop learning goals. It means teachers establish goals about what they want students learn at the end of the class.
3. Design the lesson according to the goals they wants to achieve.
4. Plan the study: decide and collect evidences of class observation.
5. Teach and observe: some teachers apply the lesson while the others observe.
6. Analyze and Revise: teachers discuss if they have accomplished the goals of the lesson
7. Teachers document the lesson study and disseminate or share their investigation with other teachers.

Lesson study does not judge how or what a teacher teach in a lesson, but it helps teachers to observe and analyze how learners act during the lesson and if they learn, in order to change and improve the lesson. Hence, it isnot apply just forEnglish lessons, but also for other subjects.

Thus, lesson study is a great technique for applying in English classes because it will help both teacher and student.

Resources:

• Google Books,. (2016). Lesson Study. Retrieved 26 January 2016, from https://books.google.com.ec/books?id=jIi77gsuJesC&printsec=frontcover&dq=lesson+study&hl=es-419&sa=X&ved=0ahUKEwjblbSz18fKAhXK5SYKHTmXAJQQ6AEIOzAE#v=onepage&q=lesson%20study&f=false
• Ets.org,. (2016). Retrieved 26 January 2016, from https://www.ets.org/flicc/pdf/Nov4LessonStudyPacketOne.pdf
• Uwlax.edu,. (2016). Lesson Study Project Overview. Retrieved 26 January 2016, from http://www.uwlax.edu/sotl/lsp/overview.htm

Writing Lesson Objectivey

Learning objectives are also known as the learning outcomes. In other words, what we want students learn in the lesson, or is the performance and the result of an instruction. Those objectives can be: specific, measurable, short-term, observable student behaviors.
There are 3 types of objectives: cognitive (recall, understanding and problem.solving), psychomotor and affective (attitudes).

So, there are some recommendation for writing objectives:
- Objectives will be specific for sequencies of a lesson plan, and general for a unit.
- Make simple and clear objectives which help you guiding the lesson.
- Objectives must be directed for students are teachers.
- Focus them more for learners activities.
Keep in mind 3 components: identify the type of activity, identify the competence to be assessed and list conditions that students need to know of the objectives.

Those recommendations will be useful for you in order to write learning objectives. Moreover, the combination of those with Bloom´s Taxonomy will clarify how to make a better lesson plan.

Resources:

http://depts.washington.edu/eproject/objectives.htm

http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm

Bloom´s Taxonomy

In 1956, Benjamin Bloom published a framework about taxonomy of educational objectives in which categorized: knowledge, comprehension, application, analysis, syntesis, and evaluation.

1. Knowledge: involves observation and recall information. Key words: define, describe, list, recall, select, recognize...
2. Comprehension: understaning or interpreting the meaning of instructions or problems. Key words: explain, paraphrase, infer, summarize...
3. Application: the use of new words into a context. Key words: apply, operate, produce, prepare, modify, show...
4. Analysis: the oganization of different parts in order to bu understand. Key words: analyze, differentiate, identify, outline, compare...
5. Sintesis: in contrast of analyzing, it means putting together the elements in order to do the whole one. Key words: combine, plan, create, design, rewrite, formulate, modify...
6. Evaluation: is the judgement of materials and method used in the lesson. Key words: assess, grade, test, convince, compare, judge, explain, conclude, select, summarize...

Those categories are useful for choosing the correct verb in order to establish the objective of lessons as well for teachers as students. Moreover, these help teachers to plan the lesson in an organized way and to be sure that instructions are aligned according to the objective of the lesson.

Resources:

• Uwlax.edu,. (2016). Lesson Study Project Overview. Retrieved 26 January 2016, from http://www.uwlax.edu/sotl/lsp/overview.htm

• Td.org,. (2016). What You Forgot About Blooms Taxonomy. Retrieved 26 January 2016, from https://www.td.org/Publications/Blogs/L-and-D-Blog/2015/01/What-You-Forgot-About-Blooms-Taxonomy

• Uvic.ca,. (2016). Counselling Services - University of Victoria. Retrieved 26 January 2016, from http://www.uvic.ca/services/counselling/

Categorizing Learners´ mistakes

   

Mistakes could be done by accident (slips) during speaking activities or because learners are not yet mastered in rules (errors). But, why do they do those errors? Because of two reasons: 

- L1 interference: students don´t use the language accurately ( in a correct way)

- The stage of learner´s development: Students don´t use the language in a suitable context (appropriacy)

Those mistakes can be oral or written. Furthermore, there are examples for categorizing learner´s  mistakes:

1. I´m interested of studying medicin. It is an incorrect use of preposition. Innacuracy in grammar.

2. Give me the price of this cloth (ordering in a shopping store). Innappropriate register or style.

3. What do you do. Inaccuracy in punctuation. In this case the use of full stop instead of the question mark.

We as teachers must motivate students in order to practice and improve the language instead of correcting them each time. Thus, it is important to know how and when correct them.

Do not forget that those mistakes are good because they are learning, however, lots of mistakes can destroy communication. Hence, a suggestion is to use good interactive strategies to improve the communication.

Resources:

• Onestopenglish,. (2016). TKT Tip 08: Module 3 - Categorizing learners' mistakes. Retrieved 26 January 2016, from http://www.onestopenglish.com/methodology/teaching-tips/tkt-tips/tkt-tip-08-module-3-categorizing-learners-mistakes/155983.article
• User, S. (2016). Heads Up English | ESL Lessons - How to Correct: Four Ways to Handle Mistakes. Headsupenglish.com. Retrieved 26 January 2016, from http://www.headsupenglish.com/index.php/esl-articles/feedback-and-correction/314-how-to-correct-esl-students%20(Some%20tips%20about%20the%20correct%20way%20to%20help%20students%20to%20avoid%20mistakes)

Identifying the functions of learners´ language

There is always a purpose to do something, so learners have a purpose in order to use the language in the classroom. Those purposes are called the functions of learners´ language and  those appear during all the lesson, for instance, greeting, explaining, suggesting, negotiating which means having a discussion in order to reach agreement, prompting, so on. Moreover, in each function exponents are used according to the level, age, interests and needs of learners. 

Thus, there are many activities and tasks where teacher and learners interact each other while they apply different functions of learners´ language. Here we have two examples for practicing in a classroom:

1. After teacher has read a story to hole the class, she asks them to retell the story. In other words, the functions of learners´s language are retelling the story, giving an opinion or summarizing.

2. At the end of the lesson, teacher gives instructions of the homework, hence the functions of leaerner´s language are asking for clarification, confirming information or saying good bye.

Resources:

https://prezi.com/iv91jmjajd1m/identifying-the-functions-of-learners-language/

Fisher, D. and Fewy, N. (2010). Implementing RTI with English Language Learners. Solution Tree Press. 

Using language appropriately for a range of classroom functions

The use of language in a correct way goes with classroom functions which we can use with different exponetns (depending on the learning context, purpose, learner´s needs and age). On order to students accomplish tasks, teacher must focus on the functions of language. Thus, in this section we will explore some classroom functions with the examples below:

Two friends go to a dinner party. Arriving at the dinner party, they introduce themselves, Mary: Good night, my name is Mary.

Susan: Good night, I´m Susan.

The host: Good night, come in, please!

Both friends: Thanks, where can we put our coats?

The host: Here, please!

Susan: This meal is really delicious! But, maybe you need to make more because I would like to try more.

The host: Oh, really? I will do.

So, during this short dialogue, each of these sentences contains language functions: introducing, giving thanks, congratulating, and giving advice.

Moreover, there are more classroom functions such as getting learners´ attention using Stand up!; Encouraging by using positive language in order to make students feel good; Prompting, it helps learners´ to be concentrate in class and make students participate more.

Additionally, those classroom functions have better come with teacher´s gestures which make easier to students figurate out what he/she is saying. It means that communicative purposes are achieve, however, it will be necessary to use the mother language with beginners.

 

Resource:

• Educ.ualberta.ca,. (2016). Functions of Language. Retrieved 26 January 2016, from http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/functionsof%20lang.html

• Scholastic Teachers,. (2016). Five Major Functions of the Classroom Library | Scholastic.com. Retrieved 26 January 2016, from http://www.scholastic.com/teachers/article/five-major-functions-classroom-library

Selection and use of supplementary materials and activities

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Teachers have different points of view about the coursebooks they are using. It means that not all of them feel comfortable with the coursebok they are using in the lesson. Thus, they tend to get activities and supplementary materials for including in the coursebook syllabus (a tool for planning and organizing the content of a lesson: objectives, content, didactic sequence, methodologies, evaluation mechanisms and references). So, supplementary materials are books or other materials which we can add to the syllabus in order to implement other skills development materials, grammatical structures, vocabulary and phonology practice materials. 

™On the same token, there are some reasons about why to select supplementary materials and activities:

    - To replace material that is not important at all for learners

     - To provide material missing and learners need to have knowledge og that (needs)

     -  To give extra or skills practice for challenging language learning

      - To add variety to our teaching as a tool for acquiring more information:

There are some suggestions you need to consider in order to select the materials-
 -  Supplementary materials are available in school.

 -  Authentic materials (advanced levels) will be used for more challenging-

 -  Activities contains other skills activities.

 -  Supplementary materials are adapted in level of learners.

          On the other hand, supplementary and activity materials have advantages and disadvantages, for example: books can be used for encouraging extensive reading, however, some of them have no motivation in content; or games could be for enjoyment and language practice, but they must be designed according to the learners´ age, time, even they are difficult for classroom management because of long classrooms.

Source: 
YouTube,. (2016). Supplementary materials and activities. Retrieved 26 January 2016, from https://www.youtube.com/watch?v=CWqbGzePlDQ

Sanchez, A. (2013). The selection and use of supplementary materials and.Es.slideshare.net. Retrieved 29 January 2016, from http://es.slideshare.net/aguedacastillosanchez/the-selection-and-use-of-supplementary-materials-and