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Material Design & Development

Material Design & Development. Week 4 Sample Lesson 1 & Processing Describing Leaners and SLO. Sample Lesson #1. Please pretend that you are second grade, low-intermediate/ intermediate level middle school students. As you participate in this lesson, please try to take mental note of:

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Material Design & Development

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  1. Material Design & Development Week 4 Sample Lesson 1 & Processing Describing Leaners and SLO

  2. Sample Lesson #1 • Please pretend that you are second grade, low-intermediate/intermediate level middle school students. • As you participate in this lesson, please try to take mental note of: • the different features of materials that are used in the lesson. • how it illustrates the basic principles of lesson planning.

  3. Sample Lesson 1 Let’s Talk about People

  4. Who is that? Do you like him/her? What is he/she famous for?

  5. Ais ___ than B. Alice Cindy Jane Mary

  6. A: Is A ___ than B? B: Yes, A is ___ than B. No, B is ___ than A . // No, A isn’t ___ than B. Jane Alice Cindy Mary

  7. Is Shineebetter than Crayon Pop? No, Shinee isn’t better than Crayon pop. A: Is A ____ than B ? B: Yes, A is ____ than B . No, B is ____ than A . No, A isn’t ____ than B . Taller Faster Smarter Prettier Older Younger

  8. Processing The Lesson • What are the productive skills? • What are the receptive skills? • What was the main skill taught in this lesson?

  9. Processing The Lesson • How were the students’ prior knowledge assessed?

  10. Processing The Lesson • What were the materials I used in this lesson? • Let’s make a list

  11. Materials Used in Sample Lesson 1 • pictures on walls • additional pictures on desk • White board • PowerPoint • Students • worksheets and handouts • Teacher Re-grouping at end of lesson • Graphic Organizer (chart on WB) • Stuffed animal

  12. Processing The Lesson • What role did those materials play? How did they help Ss learning?

  13. Processing The Lesson • How does the lesson and/or materials conform/differ from Tomlinson’s recommendations for good materials?

  14. Discussion Questions What are the characteristics of a “good learner” in terms of Korean culture? Do you think North American ‘ideal learners’ are the same or different? Why?

  15. Motivation What is “motivation”? “Some kind of internal drive which pushes someone to do things in order to achieve something” (Harmer, 2001) What are the two kinds of motivation? Intrinsic and extrinsic What are some examples of each?

  16. Discussion Questions Why is it important to motivate our students? How can we keep our students motivated to learn?

  17. When I hear Korean in movies, for example, “Yesman.” My friends In Canada don’t think Korean is worth studying. Why not Japanese? Talking to my Jang- mo-nim My teacher doesn’t let me talk enough. Talking to my wife in Korean

  18. MULTIPLE INTELLIGENCES TEST Where does your true intelligence lie? This quiz will tell you where you stand and what to do about it. Read each statement. If it expresses some characteristic of yours and sounds true for the most part, jot down a "T." If it doesn't, mark an "F." If the statement is sometimes true, sometimes false, leave it blank.

  19. Scoring the MI test • MULTIPLE INTELLIGENCE SCORING SHEET • Count each item you marked as "true." Add your totals for each category. A total of four in any of the categories A through E indicates strong ability. In categories F and G a score of one or more means you have abilities as well. A. Linguistic = 7, 8, 14, 18, 25 B. Logical-Mathematical = 4, 5, 12, 16, 21 C. Musical = 2, 3, 10, 20, 23 D. Spatial = 1, 9, 11, 19, 22 E. Bodily-Kinesthetic = 6, 13, 15, 17, 24 F. Intra-personal = 26, 28 G. Inter-personal =27, 29, 30   

  20. The Lead VAKT Test: Read and Imagine Follow each instruction in your mind and give yourself a mark: 0=impossible 1=difficult 2=okay 3=easy SEE a kangaroo SEE your front door SEE your toothbrush SEE a friend’s face SEE a plate of food SEE a TV show… WATCH the TV scene change

  21. The Lead VAKT Test: Read and Imagine 0=impossible 1=difficult 2=okay 3=easy HEAR a song HEAR rain HEAR a fire alarm HEAR a friend’s voice HEAR your own voice HEAR birds singing… HEAR the birdsong change to a call of alarm

  22. The Lead VAKT Test: Read and Imagine 0=impossible 1=difficult 2=okay 3=easy FEEL excited FEEL yourself swimming FEEL grass under your feet FEEL a cat on your lap FEEL hot FEEL your fingers on a piano keyboard FEEL your fingers playing a few notes

  23. Add up your scores for each sense: SEE ____ HEAR ____ FEEL ____ Does the highest score correspond with what you think your preferred lead system is? How did you do when it came to changing the scenes slightly in the last one of each section? “The Lead VAKT Test” from In your Hands by J Revell and S Norman (Saffire Press)

  24. Discussion Questions: Should we incorporate our students’ intelligence areas and learning styles when we plan our classes? Why/why not? How? Is it possible to give these kinds of tests to our students? What are some other ways in which we find out what kinds of learners our students are?

  25. Discussion Questions: Is it important for teachers to know what kind of intelligences their students have? We can find out our students levels by looking at their scores on different tests. How can we find out what kind of learners our students are?

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