Think reflectively about the micro-teaching lesson that you and your partner created and presented in class. Then, write a blog (300-350 words approx.) that responds to the following three key questions: why you think that this lesson met the goals (as to the individual differences in L2 learners; cf. Cook, 2008), what you would have done differently due to differentiating instruction reasons, and how you would have incorporated more culture into it.
In order to earn full credit for this blog, you must also leave at least two comments (100-150 words each) on your peers’ posts. Please take the time to read what they wrote – you’ll find that you often have similar reactions to the teaching experience, and can help one another a great deal through this first semester!
For personal blog: Monday, October 22, 2018, 11:59 p.m.
For two comments: Monday, November 5, 2018, 11:59 p.m.
Replies are closed for this discussion.
One believes you and your partner did an excellent job creating your lesson plan. The video that was presented in class was a perfect way to show the different linguistic variations. Culture was presented clearly through this video where one was able to see different variation of the language based on where the individual was from. Additionally, the goal of the lesson was met since one was able to witness different personality traits throughout the video. One was able to get a clear understanding of what informal and formal greeting were based on the video and activities. Overall, you and your partner did an amazing job.(108)
The micro-teaching lesson was concentrated on Aptitude. "The ability to learn the second language in the academic classroom (Cook,2008,and also, on the four main factors that predicts a student's success in the classroom: phonemic coding ability, grammatical sensitivity, inductive language and rote learning (Carroll.1981). The assumption was that an MLTA test was administrated previously, before the course began. The results of the test were that almost 90% of students presented a common characteristic that was a photographic memory, associated with rote learning. All the activities performed during the three phases of the lesson flew smoothly according to each of the four factors that Carroll classified as connected to aptitude, while the photographic memory exploited through the use of visual images. The lesson met the goals because the concepts of individual differences in L2 according to aptitude were applied in a real classroom settings and activities. The teaching was thought for a level three class, and the topic was the use of adjectives according to the genre, masculine and feminine, focusing on the importance of gender in second languages such as Italian and Spanish.
More culture could have been added by showing more videos about places in latino America or Italy, to show how to use adjectives to describe locations. Alternatively, Authentic Spanish /Italian texts with pictures could have been added to describe Spanish/ Italian important personalities, such as Frida Kahlo or Eva Perón for Spanish and Dante Alighieri and Rita Levi Montalcini for Italian culture. These persons could have been used to describe personality traits that were our primary focus on the lesson.
Due to differentiating instructions: if the MLAT test would have provided different results such as students were analytic learners in the class(Cook,2008), so they relied more on grammatical sensitivity rather than memory, the instructions should have been provided step by step, and more attention should have been given to grammar.(312)
Your lesson plan presentation about aptitude was shown by getting the students' ability to understand the concept of adjectives through the difference of the gender: Masculine and feminine. I think it was not an easy approach and what I understood is the students in a class have different types of abilities or capacities for learning a language. The key is to find a way to balance those abilities in order to have a more effective way to teach so the students can get an effective learning of the Spanish language or another foreign language. This type of lesson approach had to inevitably contain considerable grammar and I agree with you in that the lesson could have incorporated more culture to show more personality traits. You did a great job. Well done.
Your lesson plan was clear and hit the main objective around the concept of aptitude. Your first slide provides a guideline to understand how sociolinguistic variation occurs along the various level of grammar and its relation to a student’s overall progression. You were able to touch on a key point which was understanding the social factors between formal and informality as it pertains to educating students. This led to a second point you identified which was the ability to clearly speak in the target language (TL) which is central to the process of communication. You were able to smoothly transition over to an activity which supported your core topic. I would agree with your assessment that you could have incorporated more grammar in your activity. Overall, I believe you did a great job. (134 words)
The lesson plan presented focused on the motivation and attitudes approach addressed to students of Spanish Level 2. The objective of this lesson was the teaching of conjugation of the preterit tense in 3rd singular person of regular verbs by using some Hispanic famous people in the occasion of the Hispanic Heritage Month. This lesson was designed with illustrations and colors and included a variety of Hispanic personalities, not only those who belong to the intellectual world but also those of the show business or sports, who catch the attention of the young students. A video of some different jobs was included in the lesson as the big hook. The video was presented in animated cartoon format so it could be more entertaining for the students. The renowned public people in this lesson are role models that constitute a good source for motivation for students. Cook (2008) asserts that " High motivation is one factor that causes successful learning; in reverse, successful learning causes high motivation." (p. 140). Motivation is crucial for second language learning because it ignites students' interests which will lead to a successful learning.
The attitudes approach was also fulfilled because the majority of the personalities presented in the lesson plan are bilingual and successful. This criteria turn students attitudes towards the learning of a second language into positive attitudes. Bilinguals or L2 learners can be as successful as monolingual English speakers. In this sense Cook (2008) affirms "It cannot do the students any harm to show them that the world is full of successful L2 users; indeed, as de Swaan (2001) argues, they are necessary for its functioning. We see later that the goals of language teaching include changing people’s attitudes towards other cultures and using second languages effectively." (p.143). What is more, a second language is a cultural advantage and a plus for the benefit of the L2 learners. Cook (2008) refers to additive bilingualism as "L2 learning that adds to the learner’s capabilities in some way." (p. 140). To this respect, students attitudes are changed positively towards bilingualism.
Perhaps one more video about one or two personalities' lives in more details and a quote by Garcia Marquez or a Selena's song could have been added to this lesson plan to serve as an inspiration for the students. I believe that the asked approach of motivation and attitudes for this lesson was met.
Hi Oscar, the lesson plan that you and David created, in my opinion, was on point. In the topic presented you both were able to include an animated sequence of events that featured employed professionals that were the core part of the presentation. It was varied and focused which kept the classroom active and engaged. In the presentation, you introduce to the students’ famous Latin figures such as Selena Quintana, Gabriel García Márquez and many others who rose to the top of their profession. This piece introduces the cultural part that you were conveying. While doing so you were able to seamlessly incorporate the lesson plan which focuses on the use of conjugated verbs. The practice exercises provided followed the core purpose, which was followed with the students working in pairs, which is a support mechanism that helps motivate each student. I would agree that a second video highlighting the individual characters would have been helpful. Everything was very clear and to the point. Overall, I enjoyed the presentation and believe that both of you did an excellent job. (167 words)
You and David worked great, I like your presentation on motivation and attitude approach. In the lesson, you were able to implement culture, communication, contrast, community, and connection. I did not understand when some of our friends said that your lesson was missing something. You implemented a video clip and Hispanic famous people into the lesson. through the visualization of the video clip and the pictures, students will be able to able understand better the new input. Also, you were able to implement grammar into the lesson. Besides, you and your partner were able to explain the topic of the lesson. Overall, I like your presentation.(108)
One can say you and David were successful in delivering your lesson plan. The lesson was overall very motivating with the video of the famous Hispanic and their professions. Especially, since in today’s society, one is told that learning a second language isn’t necessary. However, in reality one is aware that many successful professionals are bilingual. One appreciated the fact you incorporated a video related to the Hispanic Heritage month in your lesson. One believes the video will help students connect themselves with the lesson and have a better understanding of what is being taught. Overall, I believe your lesson was well planned out and organized; however, the video by Selena and a quote by Garcia Marquez would not harm. (122)
One must understand the different groups that are in their classrooms. It is essential for one to know how to differentiate their unit plans based on students’ own needs and personality traits; for them to understand the Second Language (L2). Cook states that age is an important factor that one should pay attention when creating a unit plan. One focused on having the student’s attention, as well as providing them with activities based on their age. Since there are adolescents in the class, Cook (2003) states that “at particular ages students prefer particular methods. Teenagers may dislike any technique that exposes them in public; role play and simulation are in conflict with their adolescent anxieties.” (Pg.148). That is why when creating the lesson plan, one provided the new vocabulary using emojis, as well as a music video where students were able to describe themselves and their classmates, using descriptive adjectives and the verb SER. Students did this activity when working in pairs allowing them to work with someone they are comfortable with and doing the exercise informally. One used the four cognitive skills, where students were able to communicate, listen, read, and write, based on their partners' answers. The lesson plan starts slowly, and it will continue for about a week, since younger students start more slowly, and at the end of the unit, they will improve their L2 skills, based on the vocabulary and the verb SER.
One did focus on demonstrating culture when showing the music video Soy Yo by Bomba Estéreo. Although culture was not represented well enough; one could have perhaps used a different video, such as Internacionales by Bomba Estéreo. Where one could use have used a story that is has a more significant connection to the students, as well as representing more culture. There are many different ways one can always create a lesson plan based on the students' needs and personalities. One must create a motivating setting in the classroom for students to do better as well as giving students diversity in the lessons.
The micro-teaching lesson that Margarita and I presented main focus was on how to consider second language learners (L2) age when designing lesson plans. In specific, how to design a lesson plan appropriate to L2 learners age. According to Cook, age plays an important role for L2 learners; especially, if the lesson is not age appropriate you can lose your students interest. Cook mentions “children are popularly believed to be better at learning second language than adults.” (Cook, 2008, p.147). As well as, “at particular ages students prefer particular methods” (Cook, 2008, p.149). In general, one must adjust their lesson plan to fit their students learning styles and needs. Taken this into account a micro-teaching lesson revolving around a music video that is quite known and age appropriate to L2 adolescence learners was designed. After the video students will work in pairs and will be asked to describe themselves and their classmates using the new vocabulary words presented to them. The new vocabulary will consist of descriptive adjectives and the usage of the verb “ser”. One believes the goal of the lesson was met because due to the students age, they would be able to relate to the song and expand their vocabulary and L2 skills. In specific, the song sends a special message to teenagers to accept themselves for who they are without seeking approval from others. In fact, one avoided using role play and activities were L2 learner did not feel comfortable participating in which can help the lesson goal to be reached. Differentiated instruction was applied by providing the new vocabulary with emoji images where students whom are visual learners will be able to learn the new vocabulary easily. Extra support and time could be given to those students who need the extra assistance. Lastly, one incorporated some culture with the music video. While watching the music video, students will be able to see the different neighborhoods in which the little girl is traveling through. However, one could have chosen a different music video where the main focused was the diverse group of countries and their culture within the video. In general, one could have found different and more effective ways to incorporate culture in their lesson. (372)