Bo4A screen-cast-o'matic

Bo4A - TBL Cycle
Jos Romeijn 500813617
Jos Romeijn
500813617

TBL-cycle
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Slide 1: Slide
EngelsHBOStudiejaar 2

This lesson contains 16 slides, with text slides and 1 video.

time-iconLesson duration is: 15 min

Items in this lesson

Bo4A - TBL Cycle
Jos Romeijn 500813617
Jos Romeijn
500813617

TBL-cycle

Slide 1 - Slide

Table of contents
  • Introduction
  • Original material and what happened.
  • Subject, audience, workforms, IT
  • Lesson aims, constructive alignment, and the TBL-cycle
  • Feedback and reflection
  • Viewer Guide
  • Sources

Slide 2 - Slide

Introduction
  1. What is the lesson series about?
  2. What are TBL and Willis&Willis' 6 guidelines?
  3. What do I expect?
  4. The Class(es) and CEFR-level? Or boy was I wrong...

Slide 3 - Slide

Why leave the book and use eduscrum?
  • Stepping Stones 5th edition: Subject: Unit 5 is Down Under. 
  • Grammar and stones up to E: Simple present, present continuous, future tenses. 
  • Stepping Stones and suitability for TBL
  • Why use own material?
  • What is eduscrum (Sutherland, (22-41 sec)

Slide 4 - Slide

Slide 5 - Video

Subject and Target audience
  • Canada, South-Africa, & Australia: 
    Engage learners interest and real world activities (2/6 Willis and Willis as well as Eduscrum/Sutherland)
  • Family abroad and an interest in the English speaking world. 
  • Connected to DnP (Dienst en Product)

Slide 6 - Slide

Eduscrum: What is it and why does it (mostly) work. 
Eduscrum: Advantages and disadvantages (wijnands/Sutherland) 

Pros
         
                                                                                     Cons  
Autonomy
                                                                                    A lot of freedom is not for everyone 
Teacher has a lot of time for individuals
                             Can be too demanding of students planningwise 
Learn from each other                                                              Can only be done in a very safe environment.  
Fun

Clear overview and sense of achievement 

Plays to everyones strengths 

Support: Clips 1 and 2


Slide 7 - Slide

IT (not the clown)
  • Importance: supports and activates 
  • What and how? 
    1. Mentimeter.com: Priming phase. Eliciting prior knowledge (Ebbens)
    2. Edpuzzle: Pre-task. Helps supports goals 1a,b,c.  Answer questions according to Bloom's Taxonomy.
    3. Text online: Pre-task. Helps supports goals 1a,b,c. Answer questions according to Bloom's Taxonomy.
    4. Making a brochure and vlog using it: Main task.

Slide 8 - Slide

Lesson Aims: By the end of this lesson series students will...



1. a) Be able to retrieve information from written texts and clips, 
b) be able to explain ideas from these texts/clips, 
c) and integrate these in regard to their own world.
2. Be able to use information from different sources to create a text in their own words on the country of their choice in English.
3. Give a short presentation on their chosen country, its sites and customs, and day to day plans for a trip in their own words in English.
4. Students will use present simple and future tenses for their writing and speaking.

But why..?

Slide 9 - Slide

Constructive allignment and the general idea of the lessons
  • Every aim is supported by at least one task. 
  • Every part of the cycle is supported by a task.

General Idea
  • English speaking world and all skills. (Subject of unit)
  • Final products a brochure and a presentation/vlog. (required grammar and vocab from unit)

Slide 10 - Slide

The lesson series or TBL- cycle (1/2)

  • Introduction: Recognize the flag. Not TBL. Activate and elicit prior knowledge (Ebbens).(clip 3)
  • Priming: My family abroad. engages students and opportunity for introduction of vocab and terms (Willis and Willis 2..1)  (Clip 4)
  • Direct Instruction: What are we going to do? Why direct instruction? Not part of TBL-cycle but always necessary (Clip 5) (Ebbens en Ettekoven 2.1 and 2.3)
  • Extra information teamleaders: Making experts ( clip 6)
  • Pre-task(s): Finishing the scrumboard (part planning/clip 2) and Reading and Watching and listening (lesson aims 1 and 2/clip 7 and 8). Higher and lower order questions. Preparation maintask. 

Slide 11 - Slide

The lesson series or TBL- cycle (2/2)
  • Main task: Writing the brochure. Part of TBL. Supports lesson aims 2 + 4.  (student material 9)
  • Planning: Go over written work and prepare for vlog. Multiple planning phases. Part of TBL
  • Reporting: Vlog. Due to time pressure, just vlogs. Part of TBL. Lesson aims 3 +4 (Clip 10)
  • Focus on form: Grammar form unit (required in writing and vlog). Part of TBL. Lesson aim 4. using TPR (Schessler). (Clip 11 from 11.37 to 15.38)

Slide 12 - Slide

Feedback Coach
Feedback coach:

Very positive: Ability to adapt and adjust
Room for improvement in assessing students' level and in accepting that not all students speak English because of the level. 
See form 12. 





Slide 13 - Slide

Reflection
Keep                                                                                                    Change
TPR                                                                                                       Target language (portfolio)
Willis' 6 guidelines                                                                        Safety (Teitler)
The idea of this lesson series                                                   Fine tune eduscrum more
IT, especially edpuzzle                                                                Reading level (Peterman)/check w. coll.
Not using Stepping Stones



Extra: Students did very well on unit 5 test even though we barely worked from the book. Does this mean it worked?
     



Slide 14 - Slide

Viewer guide
  1. Attention and Scrumboard
  2. Working on scrumboards
  3. Introduction and Priming 1
  4. Mentimeter on phone
  5. Full/direct instruction
  6. extra instruction teamleaders
  7. Use of edpuzzle
  8. reading Canada
  9. Canada Brochure
  10. Canada Vlog
  11. Form focus (from  11.37 - 15.38)
  12. Feedback placement coach

Slide 15 - Slide

Sources
  • ERK (n.d.). Niveaus vmbo. Retrieved from http://www.erk.nl/docent/streefniveaus/vmbo/
  • Eduscrum (n.d.) Retrieved from http://eduscrum.nl/home
  • Bloom's Taxonomy (n.d.). Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
  • Kennis platform voor het onderwijs (n.d.) Retrieved from Leren: Roos van Leary: https://wij-leren.nl/roos-van-leary-gedrag.php
  • Ebbens, S., & Ettekoven, S. (2015). 2.1.2 Effectief leren en directe instructie: wat is het wel? In S. Ebbens, & S. Ettekoven, Effectief leren (pp. 47-50). Groningen/Houten: Noordhoff Uitgevers.
  • Ebbens, S., & Ettekoven, S. (2015). 2.3 Kenmerken van een lesontwerp: aansluiten bij voorkennis. In S. Ebbens, & S. Ettekoven, Effectief leren (p. 54). Groningen/Houten: Noordhoff Uitgevers.
  • Nunan, D. (2004). Task-Based Language teaching. Cambridge: University Press
  • Willis, D., Willis, J. (2007). Doing Task-based teaching. Oxford: University Press 
  • Schessler, E.J (1995). English Grammar Through Actions!. Second edition. Los Gatos, CA: Sky Oaks Productions, Inc. 
  • Peterman, A. (2019). How to Determine the Reading Level of a Book. retrieved from https://www.wikihow.com/Determine-the-Reading-Level-of-a-Book 

Slide 16 - Slide