Bo4A screen-cast-o'matic

• Engels
• HBO
• Studiejaar 2

Bo4A - TBL Cycle

Jos Romeijn 500813617

Jos Romeijn

500813617

TBL-cycle

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

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...

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)

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)

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

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.

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..?

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)

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. 

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)

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. 

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?

     

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

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