TESOL 2013 Overview

1. TESOL 2013 Overview With Amanda and Tim

2. Agenda • Activities • Other Interesting Sessions

3. Discussion Leads • Overview: Students learn by becoming the teacher and presenting a topic and leading a discussion. • Critical Thinking=Conduct research on their topic • Think about their topic in depth. • Collaboration = work closely with the instructor. • Teacher checks their info for relevancy. • Checks discussion questions. • Creativity = Students control how they will present their slides and how they will lead their discussion. • Communication = They will: • Present relevant information. • Field questions • Paraphrase discussions.

4. Discussion Leads • Audience Participation • Students are peer reviewed. • Students evaluate themselves as presenters AND audience members! (Did I ask questions? Was I engaged?)

5. Discussion Panel * Example • Topic: Coca Leaf • Background/History • Scientist views • Benefits (4 examples) • Legal uses ~ Medical Treatment • Graph • Video that touches on the issue (no longer than 10 minutes) • Discussion Question #1 • Student Facilitates by fielding quesitons, paraphrasing, and directing questions to other students (Y/N questions, conditional questions, information questions)

6. Being Explicit • Overview: Our students come from cultures that communicate in a way that assumes their listener knows as much as they do. This can have problems in terms of written and spoken output.

7. High Context: • Most of the information is in the physical context or is assumed to be internalized/known by the listener/reader. Tends to be nonverbal communication. • Low Context: • Most of the information is explicitly stated.

8. HIGH Japan, Korea, China Arab Countries Greece Spain Italy England France North America Scandinavian Countries German-speaking Countries LOW E.T. Hall and M. HallUnderstanding Cultural Differences (1990)

9. Defining Terms / Describing Things Sample 1: Conversation between instructor and students Instructor:Oh, my last meal was five thousand years ago. Can anyone explain "meal"? Multiple Students:Food. Lunch. You want potato and sandwich. Instructor:Yes, together those are a meal. How would we explain the meaning of meal? Those are good examples. Male Student:Like lunch. Like lunch meal. Instructor:OK, again those are good examples. Male Student: A list of foods. A list of food and drink.

10. Defining Terms / Describing Things Sample 2: Define communication. Response: When I think about it, my mind draw different picture, such as wife and husband, cell phone, TV, meeting Sample 3: Describe a traditional food from your country. Response: First, it is masterpiece. Most people know Bubble Tea from Taiwan. It’s on behalf of Taiwan. When people talk about Bubble Tea, there are thinking to Taiwan.

11. Argumentative Writing Sample 5: The effects or benefits of Taekwondo The first beneft helps people to develop mind training. For example, people who learn taekwondo overcome their limitationthough practice and excercise. So, they can raise concentration and control their mind. If they are child to learn taeknowdo, they might make right sociability. Although taeknowdo is fighting sport, children can developed their sociability by fight. And second benefit is to make their body healthy…

12. Creating Content 5. Double Entry Journal • From written texts • From audio texts

13. Creating structure Presenting PIE / TEA • Point:What is the point? What is the topic? This sentence is often referred to as the topic sentence. • Information/Illustration: What are the examples? What is thesupport of the point? These sentences are often referred to as the supporting sentences. • Explanation: How can we elaborate on the point and examples to make the ideas more clear for the reader? These sentences are often referred to as the explanatory sentences.

14. Production analysis 1. Coding/highlighting one’s writing/transcripts • Identify the PIE parts of your paragraph. - Circle the P - Underline the I - Box the E • Is there something missing in your PIE? If so, build some new ideas to explain your point. DON’T leave your reader/listener to make the connections that you are making! 2. Descriptive Outlining • What does the paragraph say? • What does the paragraph do?

15. Sample of PIE Chart Implementation The first beneft helps people to develop mind training. For example, people who learn taekwondo overcome their limitationthough practice and excercise. So, they can raise concentration and control their mind. If they are child to learn taeknowdo, they might make right sociability. Although taeknowdo is fighting sport, children can developed their sociability by fight. And second benefit is to make their body healthy. Revision The first benefit is that it helps people to train their mind. For example, taekwondo is that people must overcome alone their limitations though continuous training. In this process, they can develop their patience and grow confidence. Not only that, children who learn taekwondo can develop cooperation and camaraderie while they get a time to exercise with others. Second benefit is that people who learn taekwondo can make their body healthy.

16. Sample lesson plan 3 Context • Class: Intermediate Reading, Writing, and Grammar Class • Topic: Being “Green” • Writing Objective: A source-based paragraph to respond to a topic using unit readings. Unit plan • Students have read and are familiar with all unit readings. • Introduce DEJ and show sample entries. • Have students do entries for homework. • Bring DEJ back to class ready for discussion. • During the test, provide descriptive PIE outline chart. • Proceed with the writing task.

17. Double Entry Journal

19. Paired Reading To Develop Reading Strategies and Cross-Cultural Awareness • Overview: Students read paired high-interest readings to develop reading skills and cross cultural awareness. • Paired Reading: A reading on two separate readings with opposing ideas on the same topic. For example: • The Right To Carry Arms • More Gun Control

20. In Paired Reading lessons, students: • Do Pre-reading & Vocabulary work • Preview ywo complementary texts (A or B) and choose one. • Read Texts independently with the purpose of learning and sharing new information. • Students Pair Up according to their texts: A-A, B-B   • Check Understanding using focus questions to verify their understanding of the text. • Form groups of Four (A-A-B-B)and they present their text’s information to each other using the focus questions as a guide. • Use their personal experience, background knowledge, and information from the text as the basis of a whole group discussion of cross-cultural issues and critical literacy.

21. Aram DeKoven - Subconsciously Held Bias: Exposing the Myth of Racial Colorblindness • Overview: Subconscious behavior can impact our interaction with our students. • Gives several examples of studies from people like Malcolm Gladwell and Jacob Rosenthal. • Hot/Cold Coffee • African American names vs. white names • Teachers are the first gatekeepers. • “Harvard Test” – random data • When a teacher had higher expectations of a student: • More input/info • Faster response time • More detail in explanations, esp. for mistakes • Bias from: • Body language (posture, facial expressions) • Laughter/nonlaughter

22. Eli Hinkel - Creating Curriculum for the Best Language Course Ever Taught • Overview: How to design a course that might possibly be the best language course ever taught. • How to organize the course. • What and in what order. • What to spend time on and what to not spend time on (future perfect progressive) • Teach the students not the material. • “The fact that something is taught does not mean it is learned.” • Give plenty of tests. Tests make students study. • Allow yourself to get lost with new classes/materials • Review! Review! Review!

23. Links • Here is more information and the sources of where I appropriated a lot of my slides: • Lighthearted Learning (Paired Reading) • http://www.lightheartedlearning.com/tools-tips • Eli Hinkel: • http://www.elihinkel.org/TESOL2013/default.htm • I will email you the slides for Being Explicit