ASU Tesol Cert #7, Teach English Now! Technology Enriched Teaching

Technology is not a babysitter

Week1

• Curriculum and technology must be aligned.
• Control technology or it will control you.
• Balance happiness when you are outcomes driven.

• am I ready for an LMS?  (learning management system)
• Are students ready for an LMS?
• What LMS do I choose?  (Blackboard,  and Schoology, Moodle free, Google Classroom free)
• How do I use an LMS

Week 2

The nine categories of technology come to us from educational technology experts, Pitler, Hubbell, and Kuhn

• Word processing applications (word processing and word cloud generators )
• organizing and brainstorming software  (Webspiration, Inspiration, SMART Tools)
• data collection and analysis (Google Forms, SurveyMonkey, Poll Everywhere, classroom clickers)
• communication and collaboration software (Skype, FaceTime, TypeWith.Me, Facebook, Twitter) 
• instructional media (BrainPOP, Discovery Education Streaming, Khan Academy, TEDx, TED Talks)
• multimedia creation (PowerPoint Prezi, Keynote, VoiceThread, iMovie, blogs, and vlogs)
• instructional interactives (MathBoard, Voxie, EnglishCentral, Duolingo)
• database and reference resources (Wikipedia, Wolfram|Alpha, Gapminder, RubiStar)
•  kinesthetic technology (Nintendo Wii, Xbox Kinect, GPS.)

https://www.coursera.org/learn/tesol-technology/lecture/FLyHp/video-5-technology-tools-organized-by-events-of-instruction

Six teaching events based loosely on Robert Gagne's Events of Instruction.

• Event one, stimulate background information. This is often called a warm-up or attention-getter, and is done not only to see what students already know but to introduce students to the new theme.
• Event two, organize and manage information. While this may be done at any point in a lesson, often teachers, after or during the warmup, give an indication of the major objectives of the instruction. Gagne calls this informing learners of the objectives. 
• Event three, giving instruction. This portion of the lesson plan is intended to present new information. It is often scaffolded, meaning that it is presented in bite sized chunks, meant to help learners retain the information. 
• Event four, practice and collaboration. This portion of time in a classroom students spend time trying to understand and practice the concepts taught. It is sometimes done in stages as well. Meaning that students may go from easier to more complex problems, or from guided to independent tasks. 
• Event five, produce and demonstrate proficiency. Generally at the end of a practice period students demonstrate their skills and understanding. This may be for example in front of a class in the form of a presentation, in the form of an essay or often in the form of a test or quiz.
• Event six, assessment and feedback. Teachers in this final stage or event must now assess the presentation, essay or test and give feedback to the learner. The learner may be given an opportunity to revise or re-test their skills. Or an instructor, seeing what students did or did not understand may begin the cycle of instruction yet again.

Week 3

COIK. clear only if known  写的只有知道此事的人看得懂

Digital nativity: A digital native is someone who is simply born with technology around them.

• Learner 1: non-digital native, put them in pairs, create tutorials and provided guided activities.
• Leaner  2, digital native, limit distractions and set clear boundaries. Use a pomodoro.
• Learner 3. digital native, Slow down, go over portions of assignment sheet during the activity to make sure they're on task.

Week 4

integrating technology into their classroom. 

• Technological Pedagogical Content Knowledge, TPACK
• Substitution Augmentation Modification and Redefinition, SAMR 

https://www.coursera.org/learn/tesol-technology/lecture/w9BYl/video-2-technological-pedagogical-content-knowledge-tpack

what to teach, how to teach it and what technology to use in order to do it effectively

• content knowledge. This is knowing what to teach.
• pedagogical knowledge. This is knowing how to teach.
• technological knowledge. This refers to a teacher's understanding of technology, and how it can be applied to specific situations.

This is called redefinition. And example of this would be asking students to review the list of media resources that we provided, evaluate the information and then develop their own video presentation on the topic.

modification stage. Where we change the learning task because of the possibilities that technology provides. In this stage, instead of just reading from a textbook, we might give students, a list of media resources where they can obtain information. And have them decide which information is important and construct knowledge about the topic on their own. 

https://www.coursera.org/learn/tesol-technology/lecture/fUZow/video-4-substitution-augmentation-modification-and-redefinition-samr

Higher-order thinking, known as higher order thinking skills (HOTS), is a concept of education reform based on learning taxonomies (such as Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.

Week 5

Reject Vendor, select your tools

• First, remember your objective
• Second, remember SAMR.
• Third, find early adopters. 
• My fourth and final bit of advice is simple, become curious.

Find your objectives. Evaluate technology using SAMR. Use early adopters to help you discover and evaluate technologies. And above all, be curious.

These principals come from a man named Richard Mayor

the point we want to make is that technology itself can exert its own influence on the information that you are trying to relay to learners. It can truthfully change, transform the nature of the instruction itself. 

imagine, design, transform. I dare you.

https://www.coursera.org/learn/tesol-technology/lecture/TKbPj/video-4-straight-talk-about-instructional-design

ASU Tesol Cert #5, Second Language Reading, Writing, and Grammar

Week 1 Overcoming Reading Difficulties: Dorothy in the Land of Oz

• utomatic Recognition Skills (to recognize and decode letters and sounds, phonics rules)
• Vocabulary and Structural Knowledge
• Discourse and Knowledge of Genres.
• World Knowledge.
• Reading Strategies.

seven major phonics rules for second language learning suggested by May and Elliott.

https://www.coursera.org/learn/tesol-writing/lecture/L16z1/video-3-tips-for-scarecrows-meet-ignorance-with-information

semantic cue, sight words

• The first reader, the scarecrow, gave us insights into the learner who is unable to read. In general, this learner may be engaged, diligent, and willing to learn, but simply doesn't have the information necessary to be a successful reader. In other words, you as a teacher need to fight a lack of knowledge with information.

• second reader, the tin man. Our tin man had a problem understanding that reading can be done in an interactive and involved way. He thought of reading as a solitary, isolated activity.

• final reader, the lion, was presented as a self absorbed anti-reading personality through Immediacy, 直接性；即时性, means to use a student's own story and context in the readings you present. Autonomy means to allows students some freedom to choose material they might be interested in. And future authenticity means to give learners a reading that can speak to a real future context.

Week 2 Reading Strategies: The Tortoise and the Hare

extensive 泛讀 and intensive 精讀 reading strategies   

https://www.coursera.org/learn/tesol-writing/lecture/Pq1dj/video-1-meet-coach-hare

Mr. Hare, whose purposes for reading might be summarized to two words, pleasure and exposure. passion fuels passion.

https://www.coursera.org/learn/tesol-writing/lecture/uBTNg/video-3-meet-coach-tortoise

proficiency fuels passion.

Hare: My readers are the best in the world at reading a lot. Volume is the answer. In order to read well, you need to put in the mileage. You need to get lost in books. The people who become fluent are those that are able to let go and enjoy the journey of the book. The people who read well are those that find information that they want to find, go exploring, and get the information they want and need. 

>> So what you are saying is that students need to read for pleasure. 

Hare: That is exactly it, reading for pleasure, reading for passion. Reading because you love what you are reading, without being told by your teacher what you have to read. It's precisely what makes learners fall in love with reading. If you never love reading, you're never going to want to do it correctly. 

>> And how do you get your learners to read for pleasure? 
Hare:  One thing I love to do is to provide a library full of possibilities for all learners. In this library are literally hundreds of books to choose from, and books that other learners in the past have loved. I ask students questions about there interests, and I think about where students want to go, and what adventures I can take them on. I will often read the first chapter of certain novels that I love, get them hooked, and then invite them to finish that novel. The whole point is to start a fire in the students, so that they want to start reading. If they get addicted to reading, I know I have been a successful coach.

>>How do you evaluate students who simply choose to read whatever they want? You can't have an individualized test for each learner, can you?

Hare: I like to help students share their adventures with me using book reports, reading logs, picture books, and outlines. They can do character maps and skits, discussions and debates. They can bring objects to class that relate to the book, and give a presentation about what they learned and loved about the book. There are so many ways we can get students to rev up their motors and go. I don't need to give multiple choice tests to evaluate reading comprehension, because I am assessing student success based on the amount they read, the pleasure they have reading, and their ability to share their ideas about what they read. 

Week 3 Overcoming Writing Difficulties: Hansel and Gretel, or How to Literally Get Out of a Jam

This common teacher problem is called appropriation. Which basically means that a teacher hijacks the writing assignment to the point where it's no longer the student's own ideas and language, but the teacher's.

Week 4 Writing Techniques: Aladdin and the 1,000 Arabian Nights

The six traits are Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions.

a paragraph in a five paragraph essay or a chapter in a much longer writing assignment. 

Pre-writing, writing and post-writing.

• In the pre-writing phase, a writer should focus on their ideas, the organization and their voice. When we say, voice, we mean that writers should have a purpose and an audience in mind when writing. And use language and ideas that, that particular audience would most strongly respond to.
• Later in the writing process while keeping ideas, organization and voice in mind, writers should primarily focus on their vocabulary or word choice and their sentence fluency.
• Finally, in the post writing stage, a writer's main focus should be the conventions. Making sure he or she has used the correct punctuation, formatting and spelling.

Often, one of the most frustrating struggles for students is to do the simple job of choosing a topic. strategies are 

good writing is good reading!

good writing is good thinking!

good writing is good speaking!

• Our first strategy that was mentioned was good writing is good reading.
• A second strategy we mentioned was that good writing is good thinking. Write their thoughts down on paper. We call this brainstorming. Once suggested to help students brainstorm is to asking them to free right
• Finally, we mentioned that good writing is good speaking. Essentially, students work with a partner or a group to talk about their ideas together. 

Outlines, mind-webs, Paragraph Blocks are three activities that our students can use to help them organize their ideas. outlining, making a mind map and writing block paragraphs are three excellent ideas for organizing.

• The first organization strategy was to outline thoughts. The ideas are written in the forms of notes not complete sentences 
• Another organizational strategy mentioned was using a mind web or a word web. For this strategy, the writer places the main idea in the center of the page and writes related words around it. These words will later become the main subsections or subtopics in the writing assignment. If further details are needed, then related words are written around the subsections. Typically, mind webs don't contain as much detail as outlines. They're merely meant to help writers see how their ideas fit together overall. 
• The third organizational strategy discussed was creating block paragraphs. A technique, especially useful for kinesthetic learners. For this activity, students write the topic of each sub section at the top of a piece of paper. Under each subsection, the writer notes as many ideas as he or she can. Each subtopic is on a different page to help keep ideas ordered and easy to move around, if the writer wants to change the order.

Week 5 The Princess and the Pea

Theory of Input Enhancement, put forth by Mike Sharwood Smith, who suggests that if students continually miss things, then your job is to enhance the elements that they are missing.

Richard Schmidt, explained that even though learners may have acquired a number of language features, other language features go completely, well, unnoticed. He devised a hypothesis called, The Noticing Hypothesis.

Week 6 Summary

Module 1: 

• The scarecrow represented ignorance. Which the teacher can combat with information such as teaching students vocabulary, parts of speech, or how to connect different sounds with letters, or groups of letters.
• With  stiff, robotic tin man, reading was a solitary activity. Some great strategies to get students involved include breaking reading activities into three parts. Pre-reading, reading, and post-reading. And inviting students to evaluate, summarize, and or give opinions about the text. 
• Our last character, the uninterested lion, overcame his apathy through his teacher's ability to intrigue him with immediacy, autonomy, and future authenticity.

Engage our non-readers with the three I's of reading proficiency. Information, involvement, and intrigue. 

Module two, we looked at two different philosophies of reading instruction through Coach Hare and Coach Tortoise.  Coach Hare focused on techniques related to extensive reading such as newspaper corners, reading zones, reading logs, among others. While Coach Tortoise's main purpose was to use strategies to help students understand what they are reading. We shared many intensive reading strategies. Such as breaking down sentences into parts of speech, using a jigsaw activity and a closed passage. Feel free to go back to module two to review these intensive and extensive reading strategies.

third module, gave you some useful tips to help your students, just like Hansel and Gretel, to improve their writing skills. We talked about the importance of helping students see writing as a process by breaking down large assignments into smaller, manageable chunks, like bread crumbs, that they can accomplish in stages so that the assignment doesn't seem so daunting. Pre-writing, writing and post-writing are all steps or stages in the writing process.

We also talked about you can help your student to understand your expectations for the writing assignment by giving them clear guidelines along with an explicit rubric. Providing several model texts will also be helpful to students. As well as having students discuss their ideas and give feedback to each other so they can change their writing through the recursive process. We also discussed how important it is for you, as the teacher, to avoid appropriation by giving your students the freedom to be creative in their writing assignments. Don't take over their assignments or rewrite their sentences for them. Think of yourself as a consultant or a writing coach rather than a director in the writing classroom.

fourth module, we met Jeanie, who discussed specific strategies that you can use with your students in every stage of the writing process. We talked about the importance of giving students time to brainstorm during the pre-writing stage so they can explore many different possibilities for the writing piece. We also focused on the six traits of writing and how students can use those traits to guide them through the writing process.Remember that those six traits are ideas, organization, voice, word choice, sentence fluency and conventions.

you think of extensive and intensive reading you always think of our Mr. Hare and Mr. Tortoise. When you think of writing, you think of Hansel and Gretel's desire to change a gingerbread house into an organic paradise. And when you think of enhanced input, you think of changing a gray gate, red.

ASU Tesol Cert: #3, lesson design and assessment

Week 1  Basic Instructional Design

A teacher is a listener, a helper, a coach, a psychologist and an evaluator

Robert Gagne's Events of Instruction

we shared the 80 / 20 rule which informed us of the goal of presenting information only 20% of the time, while allowing students practice 80% of the time.

When you present content, make sure you do so in a lively engaging manner. A way that draws students in, and makes them motivated to learn more. Clear explanations, warm language that invites students to problem solve with you, the use of story and metaphor. All of these techniques can help you to present language in a pleasing manor.

Employing "Good Talk" and "Warm Language

https://www.coursera.org/learn/lesson-design/supplement/bxm9y/bonus-reading-employing-good-talk-and-warm-language

Week 2: Objective Discussions and Warm-up 

Writing objective 

• think about what the students will do after activities to demonstrate that learning has occurred.
• Make your objectives observable and measurable.
• Does it matter?

Many new teachers confuse an objective with an activity. An activity may be a way in which to achieve an objective, but an activity itself cannot, and should not, be considered the same as an objective. This is because an objective represents the ends of instruction, the results. Not the instruction itself. An objective should clearly specify what the results of the activity should be, not simply share what the activities are.

Students will listen to a song about colors of the rainbow.

Students, when shown a rainbow, will correctly label all the colors.

Notice that the first sentence sounds like a great activity to help students learn about the colors of the rainbow, but it isn't really an objective at all. The second is an objective. Notice that it has something demonstrable, something students can do which leads me to my first tip about objectives.

Teachers often use words like no, believe, feel, and understand, which are states of the mind or heart and impossible to observe. Action words, such as identify, state, demonstrate, and create are preferred when writing objectives.

Corpus Linguistics can help you to determine the frequency of certain phrases or grammatical items. Did you know, for example, that the most common 2,000 words in all of English represent almost 80% of all speech?  3 tenses in English account for 98% of all published text.

We discussed the fact that objectives are often set by administrators who create curriculum guides, or by publishers and authors who put out text books, but that lesson plan objectives are often best served by being put into the hands of teachers based on the purposes and needs of their learners

Week 3: Presenting Instruction and Modeling

MUD: Memorable, meaning students can recall the information. Usable, meaning students can use the information as a vital life skill, and durable, meaning students can, even after a long period of time, still recall and use the information.

Research into the psychology of learning tells us that we remember things better when we have an emotional connection to it. Telling a story from your life to illustrate a point, for example, is a great way to connect with your students and help them connect what you are trying to teach them.

teacher talk refers to your ability to talk to students, clearly, carefully and with attention to details. Teacher talk refers to the myriad of techniques such as repetition, board work, asking questions, and relating information to student's prior knowledge. Clarification, elaboration, and the use of metaphors and analogies all help a teacher to convey information in a way that is clear and sticky.

keeping things conversational refers to your ability to get students themselves to talk, clearly, carefully and with an attention to details. First, how you talk. Second, how others talk.

teach, model, and question

Model, infer, and elaborate (Teaching Using Inductive Reasoning.)

The idea behind modelling is that instruction is often enhanced with clear examples and illustration. We use the concept of watching someone make a paper airplane rather than just being told how to make a paper airplane. The model is often what sticks in someone's head even more than the instruction. Because of that reality, we gave two suggestions. First, give more than one model and second give models later in the process.

There are really only two types of learning you can measure. 

• Memory, sometimes also called recall
• knowledge. (performance based assessment)

performance based assessments have several important characteristics. First, they must be authentic or as close to real world situations as possible. Second they should require a constructed response and not be simple multiple choice or yes no types of questions and third they should involve higher order thinking skills. Requiring students to analyze information, evaluate ideas, and create a response.

I was creating a rubric for a writing assignment, I may want to assess students' grammar, spelling, and punctuation. But I may also want to assess their ability to connect ideas together to support an argument. So I would put Grammar or Mechanics and Cohesion as two of my grading categories. In assessing these categories, I would want to think about the characteristics of great, good, average, and poor mechanics or cohesion. I would put these levels across the top and list the individual characteristics in the boxes of the matrix. For example, I might describe great mechanics in this way.

No more than two grammar, spelling or punctuation errors, no more than four errors combined.

Good mechanics in this way. No more than three grammar, spelling or punctuation errors, no more than seven errors combined.

Summary:

We also told you that there are two types of learning. Memory and knowledge, and stress that while both are important in certain situations, most communicative teachers focus more on? Knowledge learning rather than memorization. You can use authentic performance-based assessments to measure students' knowledge learning. Your assessments should require students to analyze information, evaluate ideas, and create a response to demonstrate their ability. Include plenty of formative assessment before asking students to perform for a grade, especially if decisions that affect your students will be made based on the results of your assessments. 

We also shared some important assessment ideas to make your life easier including clear rubrics and examples of student work done in the past.

Bringing the Communicative Approach to a Predominantly Grammar Translation System

Bringing the Communicative Approach to a Predominantly Grammar Translation System

by Jessica Cinco

For years, the majority of Chinese schools have taught English using a combination of the Grammar Translation Approach and the Reading Approach.  English courses are teacher- and textbook-centered, focusing primarily on learning specific grammar, reading and writing.  Lessons are geared towards passing government-created standardized English tests.  Classes often have well over 50 students, who may never even visit any English speaking country (Anderson, 1993).  This reminds me of the painful stories my parents told me of their childhood Latin classes in the 1950’s, made up of strict teachers, boring material and copious amounts of memorization to pass standardized tests.  As both a language teacher AND student myself, I cringe to think about either teaching in this manner or having to sit in class and endure this means of instruction.  It just isn’t practical….or fun.  I’ve seen the effects of this style of education, when students who’ve been taught English in this manner, whether from China or other countries, are placed in my English classes at ASU.  They are withdrawn and often resent being in class.  My goal is, and always will be, to bring life back into these burned-out language learners.  

This past summer, I participated in the Jiangsu Teacher Training Program, in the Jiangsu Province of China, located just outside of Shanghai.  The Jiangsu Provincial Department of Education has been striving to revolutionize their English education program in public schools since 2004 (JESIE Program, 2016).  Every summer, native-speaking English teachers journey to the Jiangsu Province to help the government conduct a ten-day English teacher training program for its public school English teachers. This program brings together two amazing groups of teachers:  the Chinese teachers who struggle to prepare massive classes of students who don’t want or care to learn English to take government-created standardized tests and native English speaking educators who’ve been utilizing techniques from the Communicative Approach in their own classrooms. 

I was placed in Kunshan, an industrial suburb of Shanghai, for the Jiangsu Teacher Training Program this past July and worked with 22 English teachers from around the city, most of whom didn’t know each other.  When I met the teachers on the first day of this course, on a hot, humid July morning, most of the teachers were not particularly engaged. They were exhausted, overworked and resentful of the fact they had to spend 2 weeks of their summer vacation in a teacher training program full of strangers.  Could I blame them?  Absolutely not.  But my goal was to engage them, rekindle their passion for language education and hopefully send them back to their own classrooms in the fall with new ideas and techniques for language education. 

Throughout the ten-day course, I introduced these teachers to many different methods of language education, all focused around the ever-broadening Communicative approach. I emphasized the importance of creating engaging, student-centered classes, fluency over accuracy, and partner and group work. I not only explained, but also demonstrated through my own teaching style, the importance of making the English classroom a “safe zone,” a warm, comfortable environment where students feel they are able speak and make mistakes without being judged or reprimanded.  We sang songs, wrote and performed skits, gave presentations, created poems, used grids to create and organize paragraphs, played language games, had a food day where students brought in their favorite food and discussed why they liked it and how it was made, and even watched an episode of Friends so that we could analyze some of the differences between American and Chinese culture.  All of these simulated possible activities and techniques for them to use in their own classes.  

At the end of this course, the resentful, withdrawn strangers I met on the first day of class had transformed into warm, vibrant, vivacious friends eager to return to their classes in the fall.  We shared a tearful, loving goodbye, with promises to keep in touch on the last day of the course.  

These incredible teachers provided me with so much positive feedback: they felt like our original group of “strangers” had melded into a big, happy “family;”  they felt comfortable making mistakes and learning from each other; they had new ideas to introduce to their students; their confidence in themselves and their English abilities had risen astronomically.   My heart was warmed and overjoyed by their responses.

However, they also had one major concern:  How can they implement these new, student-centered Communicative Approach ideas when they still had to administer the reading/writing/grammar-based standardized tests?

So, here are some questions for you to ponder:  What would you do if you were put in this situation?  What advice would you give to these teachers? Have you, or someone you know, been in a similar educational situation?  How was the situation handled?  Would you suggest the same solution or a different approach?

References:  

Anderson, Jan (1993).  Is a communicative approach practical for teaching English in China? Pros and cons. System, Vol. 21, No. 4.  

JESIE Program (2015).  Teach in China. Accessed on November 19, 2015 from http://www.teachinchina.org.au/index.htm

Source: https://www.coursera.org/learn/language-theories/supplement/l7PWq/bringing-the-communicative-approach-to-a-predominantly-grammar-translation

ASU Tesol Cert: #2 Theories of Second Language Acquisition

Teach English Now! Course #2 Theories of Second Language Acquisition

Lecturers: Dr. Shane Dixon, Dr. Justin Shewell

In the direct approach, A teacher must make it clear to the learner that they are in charge of seeing this world and of expressing and sharing it. A teacher must make it clear that learners are in charge of their own learning. (my comment: I think it should be the goal of teaching no matter what kind of teaching methods are used. )

Things I learn:  (words from the lecture)

• Language is a way to get to know different people. I want to learn your language so I can communicate with you and learn more about you. I have always been fascinated by other cultures, 
• People learn a language when they care about it. A teacher should make learning fun and interesting. 
• You help people remember a language by making your lessons memorable. You choose things they are interested in, and use those to help them learn a language. You make it fun, if students are having fun, hopefully they are engaged. They are motivated with the language, and that will help them to learn
• If you encounter students who really need to pass a test, then some of the strategies learned in the reading approach might be very attractive and even recommended. If learning just enough language to communicate quickly is attractive to you, there is still commercial products that use a lot of audio-lingual drills to allow you time to practice and practice quickly before your airplane lands. Please consider what your purpose and the purpose of your learners is first.

Week 1: The Swing of the Pendulum: A Brief Look at ESL History

Week 2: A Study in Contrasts: The Grammar Translation and Direct Approach

Week 3: A Study in Contrasts: The Reading and Audiolingual Approach

Week 4: A Study in Contrasts: The Cognitive and Affective-Humanistic Approach

Week 5: A Study in Similarities: The Comprehension and Communicative Approach

Week 6: Assessment

• Three basic elements are purpose, content, and technique ( who, what, why, and how)'
• purpose shapes both content and technique

Technique refers to the ways a teacher teaches. While purpose refers to why and who, and content refers to what, technique refers to how a language is learned and taught. 

Although loosely based on Peter Elbow's The Believing and Doubting Game, we will call our game the Angel and Devil Debate. 

Week 1: The Swing of the Pendulum: A Brief Look at ESL History

In art, we have two movements at extreme ends of the pendulum. First, we have abstract expressionism This type of art appeared around the 1940's and 1950's, at the end of World War II, and focused mostly on various shapes and colors, representing a mixture of emotions and expressions. Two famous works from this period in are Number 1, Lavendar Mist, done in 1950 by Jackson Pollack And Door to the River, done by Willem de Kooning in 1960.

At the other end of the pendulum, we have the photorealism movement. This type of art came out in direct contrast to the abstract expressionism movement. This type of art appeared in the 1960s and 70s and focused on creating recreations of realistic scenes. Often taken from a photograph, and adding artistic enhancements to make the scene even more vivid and lifelike. Two famous works from this movement are Self-Portrait, done in 1969 by Chuck Close, and McDonald's Pick-up, done in 1970. By Ralph Goings. As you can see, these two movements represent two extremes in art and the pendulum swung from one to the other rather quickly. 

Week 2: A Study in Contrasts: The Grammar Translation and Direct Approach

One of the primary principles of the direct approach is that language learning should be done completely in the primary language.

Week 3: A Study in Contrasts: The Reading and Audiolingual Approach  

The reading approach focused on explicit grammar instruction, while deemphasizing speaking. And the audio-lingual approach emphasized speaking while focusing on teaching grammar through dialogues. 

Audio-langualism was heavily influenced by the behaviorist theories of B.F. Skinner who was a famous psychologist at that time. When you think of behaviorism, think of Pavlov's dogs.

The audio-lingual approach is based on the idea of language learning as habit formation(by repeat). There was a definite focus on speaking and oral ability, and reading and writing were almost completely ignored. There wasn't much focus on meaning, but a lot of focus on mimicry and pronunciation.

Students were taught by the use of lots of repetition drills, backward drills, build up drills, chain drills, single slot, and multi slot substitution drills, and transformation drills. They were asked to memorize dialogues and phrases. Minimal pairs were used to focus on pronunciation. By overlearning these dialogues and phrases and focusing on correct pronunciation, these language chunks became automatic and habitual.

single-slot substitution drill, where students replace one word or phrase for another in a line they have already memorized.  the transformation drill, where teachers ask students to transform a line they have already memorized into a different grammatical form. ( I like swimming. Do you like swimming?). Chain drill or chain game. In this game, one student begins by saying a line, such as, I like swimming. The next student then repeats the first student's line and adds their own, such as, she likes swimming. I like watching television.

There was even a concept that is often referred to overlearning, which was a theory that suggested that practicing new skills beyond the point of initial mastery leads to durable, long-term gains.

The reading approach focused on explicit grammar instruction, while deemphasizing speaking. And the audio-lingual approach emphasized speaking while focusing on teaching grammar through dialogues.

Week 4: A Study in Contrasts: The Cognitive and Affective-Humanistic Approach

The cognitive approach: brain is called  Language Acquisition Device by Noam Chomsky.

In de-suggestapedia, the concept was to help the students overcome their fear of language learning through an environment that would unlock the potential of their conscious and subconscious mind.

Desuggestopedia is an application of the study of suggestion to pedagogy. Desuggest is the opposite of suggest. It is used to eliminate the negative feeling and Suggestopedia is used to reinforce the positive feeling and to release the full mental power.

• Positive Reinforcement. 
• Multiple Concerts.
• Dramatization, skits 幽默讽刺短剧

Week 5: A Study in Similarities: The Comprehension and Communicative Approach

Asher created a teaching method based on the comprehension approach called Total Physical Response. Lessons in TPR are organized around grammar, and in particular around the verb. For example, to teach "sit down", teachers will demonstrate "sit down" 

The theorist behind the comprehension approach hypothesized that learning a second language is much like learning a first language. And the silent way, was essential for the learners to form their own concepts of the language and make those connections before they began speaking. 

The silent period our teacher mentioned is supposed to mimic the time when children are listening to their parents and others around them and forming connections in their brain with regards to grammar and vocabulary in their first language. Thus, there is a greater focus on comprehension and less on production.

In addition to the silent period, another important concept is the idea of the affective filter. The affective filter is a metaphor that describes a learner's attitudes that affect the relative success of second language acquisition. Negative feelings such as lack of motivation, lack of self-confidence and learning anxiety act as filters that hinder and obstruct language learning. Also using only the target language in the classroom.

In the comprehension approach, emphasis is placed on understanding meaning by connecting physical actions and situations represented in pictures. main focus of the comprehension approach, is on understanding input.

ASU Tesol Cert: #1 Foundational Principles Week 3, 4, 5, 6

 Module 3: Taking Risks and Learner Strategies

Using language-learning expert Francois Gouin’s experience of going to Germany and failing to learn German, this module demonstrates the need for learners to understand how a language is learned. Gouin’s experience demonstrates not only the need for a diffuse mode of learning wherein practice is valued, but it also demonstrates the psyche of many second language learners. Francois, in some sense, was too smart for his own good, relying on techniques for learning material that don’t apply to language use and application. Students must use techniques and strategies that are proven to help someone acquire language, like those from the good language learner studies. Teachers can facilitate student learning by helping to demonstrate good language learner principles.

Lesson 1: Taking Risks

Video 1: Language is a Stage

Like being on stage, learning a new language creates a heightened sense of self-awareness, where the learner is afraid to make mistakes and is almost paralyzed with tension.

Self awareness is the ability to see yourself, or perhaps imagine yourself, from someone else's viewpoint. In language learning, self awareness means you are aware of your accent, your grammar mistakes, and how well you are doing at communicating your idea.

Stephen Krashen, our famous ESL theorist, explains this concept using the term affective filter. The affective filter, he explains, refers to the complex emotions your students might have as they process all this new information, and try to produce language.  That stage-fright feeling is called the affective filter,

Video 2: Lowering the Affective Filter

• First of all. From the very beginning of your classes, make sure you relate to your learners.
• Second, I like to describe mistakes as normal.
• Third. Use formative evaluation. When you give feedback that is not a final grade but is to help them along the way, this is called formative feedback, or formative evaluation. This is all in contrast to summative evaluation wherein students are evaluated by their performance and given a grade.
• Fourth, be willing to look ridiculous. This helps students to recognize that they themselves can take risks.

Lesson 2: Understanding Mistakes

• Video 3: Language Learner Strategies
• Video 4: Good Language Learner Strategies

Lesson 3: Summary and Essential Questions

Video 5: Summary and Essential Question

Reading: Teaching Language Learning Strategies

you learned about the strategies that good language learners employ, namely:

• Predicting – using social and contextual clues to guess at the topic
• Using selective attention – paying attention to only what seems important
• Preparing – thinking about what one wants to communicate in advance
• Looking ridiculous – being willing to look foolish in order to complete the task
• Practicing 
• Monitoring – correcting one’s own speech for accuracy
• Asking questions 
• Taking notes
• Using imagery – relating new information to a visualization
• Finding the answer in multiple ways 
• Using physical response – relating new information to a physical action
• Playing – experimenting with language 

Bonus Materials: Stories about Risk and Trying New Strategies; Stephen Krashen 

Reading: The Lightning Bug

Reading: Three Korean Girls  (not surprisingly, it is how Asian study, it is my old way)

Reading: Fifty-five Hours

Reading: Pieces

Reading: The Affective Filter Hypothesis 

Module 4: The Flipped Model of Language Learning

While it was once considered impossible to be immersed in English outside of an English-speaking country, with the advent of the internet, the world has changed and continues to change significantly. This module presents ways in which to use the internet and other resources to a teacher’s advantage, and helps a teacher recognize their ability to engage students on cell phones, tablets, and computers. Introduction of the flipped classroom, meaning that learners can engage in focused material (videos, readings, etc) outside the classroom, and then engage in projects, exercises, and discussions within it.

Lesson 1: Connecting Students to Resources

• Video 1: Language Learning Outside the Classroom
• Video 2: Thinking Outside the Classroom Box

Lesson 2: Encouraging Student Autonomy

• Video 3: Language Learning Online
• Video 4: Student Autonomy

Lesson 3: Summary and Essential Question

Video 5: Summary and Essential Question

Reading: Opening the Classroom Door

Reading: Money well-spent? Government national plans

Assignment: Language learners should only be exposed to the forms they are taught

I don't believe everyone thinks it is true. 

If students are serious about learning English as a way to use it, they need to be exposed with many forms as possible. As we have previously discussed, it is not only important for the student to "learn" the language, but they should be able to "acquire" and use the language in the real world.

Pen-pals is very enticing. But I don't think native English people have time or interests to communicate with English learners. The most practical way is to join "fan clubs" where students can post their ideas and read other people's wonderful thoughts. In such context (l like call it scaffolding), students can learn a great deal. Game community is a wonderful place to go. But it poses a great challenge. Students must be familiar with games to be able engaging into deep talk, but where could they find time to play it? Or, is game really boost learning?

Module 5: Avoiding Teacher Burnout

This module introduces the concept of teacher burnout, and several techniques to avoid it. The first technique is the creation of a network. By creating a network of teachers to help you understand your field, you can learn new ideas and have a resource for solving difficult problems. The second technique, maintaining control of your teaching environment, demonstrates the need for teachers to understand how to best make a difference and avoid the pitfalls of complaining. Finally, the third technique, finding your core, explains that teachers can paradoxically maintain energy by working tirelessly for the principles they most believe in.

Lesson 1: Teacher Burnout

Video 1: Let's Talk About YOU

Video 2: Teaching is a Team Sport

Lesson 2: Lighting Fires Instead of Burning Out

Video 3: Freaking Out Over Control

Video 4: Lighting Fires

Lesson 3: Summary and Essential Question

Video 5: Summary and Essential Question

In Skinner and Edge's book about self-determination, they recommend which two strategies to avoid burnout? form a network and maintain a sense of control.

• First of all, the happiest teachers focus on the things they can do not the things they cannot.
• Second, the happiest teachers are agents of change.
• Third, the happiest teachers find balance.
• Fourth, the happiest teachers cherish the rewards of teaching.

Never act, be sincere. And I hope that you fight for the principles that you believe in. Strangely enough, the most significant thing I have ever seen in preventing teacher burnout is burning brightly.

Teachers that work too hard are the ones that burn out

I think everyone burns out in today's "winner takes it all" society. Now competition even starts in womb. The problem I believe is if everyone burns perfectly.  Did our teacher said "Strangely enough, the most significant thing I have ever seen in preventing teacher burnout is burning brightly." So, there should be no problem of burn out, only the question how to burn out. 

People always envy the rich or the powerful. But to me, these people burns "badly". They waste their life because priceless life lesson only comes from hardship. Thus, "easy" life is wasteful life. This is my realization when I turns to fifty. 

The lesson I learn from this course is "Never act, be sincere". If so, haven't we all learned homework seldom help us to learn when we were student. So what is point grading them when we become teachers? Is this supposing hard work of grading not sincere at all? If it is true, teachers burn out for nothing. 

Module 6: Assessment

This review of the course guides learners to understand the different metaphors that serve as guides to understanding the foundational principles presented in this course.

ASU Tesol Cert: #1 Foundational Principles Week 2

Week 2 

Module 2: Modes of Learning and Interaction

In this module, learners are introduced to the distinction between learning and acquisition. The distinction is made to help give learners context for the principle that language requires practice. To introduce the importance of practice, the distinction between a focused and diffuse mode of learning demonstrates that students who simply learn through memorizing vocabulary and grammar structures (i.e., focused mode) often don’t acquire language structures. On the other hand, teachers who engage students in both a focused and diffuse mode, like a basketball coach with his players, are able to instruct but give time for that instruction to “sink in” through dedicated practice.

Lesson 1: Modes of Learning

• Video 1: Acquisition vs. Learning
• Video 2: Two Modes of Learning

Lesson 2: Modes of Interaction

• Video 3: Language is Basketball  (another metaphor, means you need to practice)
• Video 4: Practice in the Two Modes

Lesson 3: Summary and Essential Question

• Video 5: Summary and Essential Question

Reading: Accuracy vs. Fluency: Find a Balance and Keep Moving Forward

Reading: The Acquisition-Learning Distinction

Acquisition refers to the ability to put into practice. The ability to interact with others in a real language environment in order to convey meaning and ideas that will be useful to communicate information.

While test taking and learning in a focused mode can be useful for language learning, it's simply isn't enough. In fact, many people have taken years of language classes without ever really acquiring the language.

In this module, we have learned that there's a big difference between Acquisition and Learning. Learning by memorizing lists of vocabulary and grammar can be important, but acquisition means you can put all that knowledge to use through real communication.

We learned about two modes of learning, the Focused and Diffused modes. In order to help deepen your understanding of learning which tends to be more focused and acquisition which tends to be more diffused.

The concept of an 80/20 rule helps gives you a general guideline an ideal for your language classroom. 80% Practice 20% instruction.

THE ACQUISITION-LEARNING DISTINCTION

The acquisition-learning distinction is perhaps the most fundamental of all the hypotheses to be presented here. It states that adults have two distinct and independent ways of developing competence in a second language.

The first way is language acquisition, a process similar, if not identical to the way children develop ability in their first language. Language acquisition is a subconscious process; language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication. The result of language acquisition, acquired competence, is also subconscious. We are generally not consciously aware of the rules of the languages we have acquired. Instead, we have a "feel" for correctness. Grammatical sentences "sound" right, or "feel" right, and errors feel wrong, even if we do not consciously know what rule was violated.

Other ways of describing acquisition include implicit learning, informal learning, and natural learning. In non-technical language, acquisition is "picking-up" a language.

The second way to develop competence in a second language is by language learning. We will use the term "learning" henceforth to refer to conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. In non-technical terms, learning is "knowing about" a language, known to most people as "grammar", or "rules". Some synonyms include formal knowledge of a language, or explicit learning.

Some second language theorists have assumed that children acquire, while adults can only learn. The acquisition-learning hypothesis claims, however, that adults also acquire, that the ability to "pick-up" languages does not disappear at puberty. This does not mean that adults will always be able to achieve native-like levels in a second language. It does mean that adults can access the same natural "language acquisition device" that children use. As we shall see later, acquisition is a very powerful process in the adult.

=====================

What is taught is what is learned

I think this question is too ambiguous. If it refers to knowledge, it can't be true. Teachers can't teach students everything. Even contents in curriculum are carefully chosen to include the most important knowledge.

But if it refers to the skills to learn, it is true. Josef Albers said: "Good teaching is more a giving of right questions than a giving of right answers." Good teachers teach students how to think, bad teachers train them to be robots. Thus, students learn what is to be taught and become copies of their teachers. 

To answer it more accurately, the essential question should be more specified. Just like learning vs. acquisition, without specific context, I would like think learing is broader than acquisition.

ASU Tesol Cert: Foundational Principles Week 1

Arizona State University TESOL Professional Certificate

Launch Your Career as an English Teacher. Master strategies to teach English as a second or foreign language.

https://www.coursera.org/professional-certificates/arizona-state-university-tesol

Teach English Now! Courese #1 Foundational Principles

WEEK 1

Lesson 1: Technique and Content

Lesson 2: Teacher Techniques

Lesson 3: Summary and Essential Question

• Video: Welcome Video
• Video: Video 1: Language is Cake
• Video: Video 2: Language is Cake: Technique and Content
• Video: Video 3: Making Meaning Clear
• Video: Video 4: Teacher Talk
• Video: Video 5: Scaffolding
• Video: Video 6: Summary and Essential Question
• Video: Teacher Talk Example (Advanced)
• Video: Teacher Talk Example (Advanced)

• Reading: Welcome Guide to the Teach English Now! MOOC
• Reading: Why Intrinsic Motivation Matters
• Reading: The Input Hypothesis
• Reading: Optimal Input is Comprehensible

Module 1: Making Meaning Clear

This course introduces learners to the role of a teacher in helping to motivate and properly engage learners. It begins with a metaphor: language is cake, meaning that language must be presented well in order to be enjoyed (we will actually perform a skit to show this meaning clearly). This module will demonstrate how a teacher can encourage a student and increase motivation by paying attention to techniques such as improving teacher talk, scaffolding language, and the use of body language to make meaning clear. All of these skills, while gained over the course of a lifetime as a language teacher, must be considered primary goals from the very beginning. And all of these skills help a teacher recognize that presentation skills make a difference to learners not only in motivating them, but in allowing them to understand the concepts presented.

• Video 2: Language is Cake: Technique and Content

https://coursera.org/share/2bf96c1f05354e252494421401fa8a6d

In a controversial but famous 1993 study by Harvard researchers, Nalini Ambady and Robert Rosenthal, students observing teachers were able to accurately predict the teachers who were really bad and really good.What makes the study so controversial is the amount of time it took students to make those predictions. it took students six seconds.the students weren't paying attention to the class content at all.students are paying attention to you.

Keep in mind the tremendous difference that both content, the cake, and technique, your presentation of the cake, will make in having successful classroom experiences. I remember hearing one educational expert remark that professors think of their bodies as nothing more than transportation for their brains.

• Video: Video 3: Making Meaning Clear

Lev Vygotsky

sweet spot

Stephen Krashen, an ESL theorist, has a similar theory called the input hypothesis. or i + 1, meaning input plus new information.

• Body language ( =80%)
• teach talk: Teacher talk refers to the need for a teacher to speak in a modified or simplified way to accommodate the current level of your students. repetition, reduced grammatical forms, simplified vocabulary, signpost expressions, common cultural references, elaboration, clarification questions

• scaffolding: Model, guided practice, independent practice,

Don't forget to look into learner's eyes to see if they are with you.

• Reading: Why Intrinsic Motivation Matters

Why Intrinsic Motivation Matters in the Classroom 

by Norma Gorham 

One of the top ten problems teachers comment on is lack of student engagement and motivation.  

    

This drive to know and to find answers for their own sake is referred to as “intrinsic motivation.”  When you hear someone say – “Science interests me,” or “Learning math helps me think clearly.” – we are talking about intrinsic motivation.  William Glasser’s choice theory suggests how strong intrinsic motivation is in learners when he states that, “we are born with specific needs that we are genetically instructed to satisfy” (as cited in Sullo, 2007).  In other words, natural curiosity is literally built into our genetic makeup to help us best meet our basic needs, survive, and thrive as humans.  According to Glasser, these basic psychological needs are: 

• Belonging or connecting 
• Power or competence 
• Freedom 
• Fun 

Belonging or connecting  

As teachers, it is important to develop the community of our classroom to create a place where everyone is an active member with a purpose and reason for being a part of the learning process.  Our classroom communities need to provide a space where students feel safe and welcomed by the teacher and their classmates.  The teacher / student relationship sets the tone for the classroom.  Not surprisingly, research shows that teachers who developed good relationships with their students have fewer discipline problems than teachers who do not make that effort (Sullo, 2007).   Fewer discipline problems indicate more students are engaged and motivated in the work they are doing. 

  

Power or competence 

Power and competence relate to the ability to do something successfully.  When we teach our students how to learn and what not to learn, we provide them with the confidence, skills, and tools they need to be competent and successful individuals.  They are willing to take risks in their learning because they feel confident they have the tools necessary to achieve and master new skills.   

Modeling and feedback are important parts of mastering skills.  The first time I made this connection was watching my children taking ski lessons.  At the beginning of the day, they could barely stand upright on their skis, but with clear demonstrations of the correct technique and specific feedback from their instructor within a couple of hours they were able to successfully ski down the slope.  Even though it was difficult, they mastered the basic skills needed to enjoy the activity and the desire to learn more.  They were competent and therefore empowered by what they had learned. 

Freedom 

As humans we want the freedom to make choices and be a part of the decision making process.  By including learners in the decision making process, they have more ownership of that process. But what does that look like in the classroom? 

It could start with the students determining the classroom rules for the academic year or could be as simple as what topic they will write their essays about or as thoughtful as determining the criteria for grading that essay.  Students that have a voice in the classroom are more invested in the work they are producing for that classroom and thus more motivated. 

Fun 

Everything is better when there is a fun element to it.  It is our playfulness and enthusiasm that lead us to discovery and growth.  An enthusiastic teacher brings passion, excitement, pleasure, and joy to the classroom.  They bring their classroom to life, engage their students, and encourage exploration.  A teacher’s emotional engagement and enthusiasm can increase student participation, interest, curiosity, and motivation.   

These four basic psychological needs create the foundation of our individual interpretation of the world around us and is the basis for what motivates us.  When my students – whether they are energetic 5 year old boys or slow thoughtful grandmothers – have these needs met, they are more engaged and willing to learn; they have the skills and tools needed to succeed; and they enjoy the thrill and excitement they experienced as young children learning at their parent’s knee.  Simply stated, they are motivated. 

Please note that there are many ways to motivate, but that intrinsic motivation, sparking that natural, internal motivation inside each student, will make your students recognize their love of learning and their need to meet these four psychological needs!

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Anyone who speaks the language can teach the language

I totally disagree. 

Language is very complex. AI has conquered many things, but language translation maybe impossible feat. For example, operation can be referred to as surgery when you talk to a doctor but it means arithmetic, that is, addition, subtraction, multiplication and division, when you take your math class. 

This is main reason I am taking this class because I want to be an ELL teacher even though I am a native Chinese speaker. I figure that even though I am weak in pronunciation, I would compensate it with better explanations.  

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Is language like cake?

I would like to admit I am puzzled by this cake metaphor first. Language to me is a necessary tool just like food. You have to eat no matter what in order to survive. After watching the second video, this makes more sense. The metaphor means that language must be presented well in order to be enjoyed. Our teacher said: "Keep in mind the tremendous difference that both content, the cake, and technique, your presentation of the cake, will make in having successful classroom experiences... I remember hearing one educational expert remark that professors think of their bodies as nothing more than transportation for their brains." I think cake metaphor preciesly demonstrate the difficulty that every teacher face: engagement and motivation, but solutions are not easy to find.

I am taking this class because I want to be ELL teacher even though I am native Chinese speaker. I figure that even though I am weak in pronunciation, I would compensate it with better explanations. For example, operation can be referred to as surgery or in math, arithmetic.

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Language is cake

Hello, I am Maralaa from Mongolia. First of all, congratulations to the team for reading this paragraph. I wish you success in your studies with the same passion.

I agree with the topic “Language is cake”. Because learning a language takes a lot of time and effort. But after a while, when you see the results, it feels like a slice of cake. very tasty and happy. The process of learning and developing little by little feels like a spoonful. I hope to eat it whole soon. Also, sharing your sweet cake with others is the same as sharing your knowledge with people who are learning a language.

How delicious your cake will depend on how hard you work. if any of the ingredients are lost, the taste will change and will not meet the needs of consumers. So I'm taking this course to make my cake taste better. Good luck all!

Cool! from Mongolia. Your English is pretty good. How do you learn it so well? Hope I could find a way to connect you to ask this question. This is my first time on Coursera. I am still in the process familiar with this platform. 

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LANGUAGE IS CAKE;

The metaphor above appeals to me, due to its sheer unexpectedness.

I personally interpret it on two levels:

1. Language is cake, meaning it is something that pleasurable.

2. Language is cake, meaning depending on how it is served, it will affect the recipient’s willingness to receive it. Therefore, how language is presented to a learner is very important.

I am taking this course in order to improve my skills as an English teacher, in order to better serve my students.