Pedagogic grammar self-assessment

• Alfabetisering NT2
• Basisschool

self-assessment theory 

(week 3.7)

pedagogic grammar

Learning aims

At the end of this activity:

• you are aware of the level of your theoretical knowledge of grammar teaching.
• you are aware of how grammar is incorporated in language use and language functions.

Procedure:

• In this activity you will find a number of activities in which you need to check your understanding.
• Activities may include: open questions, multiple choice questions, drag and drop.
• Always try to read carefully and answer questions, or do the drag & drop, BEFORE checking the answers.
  

inductive grammar

guided discovery

deductive grammar

traditional language classrooms

trial and error

discovery questions

no explicit teaching

immersion

rules first

teacher provides examples

inductive grammar

guided discovery

deductive grammar

Watch it!

• In the next slide you will find a clip on inductive teaching.

• After watching, there will be 2 questions that you need to answer.
• From approx. 1.30 there will be an example by a science teacher; you can watch this (this is slightly different for a language teacher).

00:11

what can you say about examples in an inductive lesson?

1. no examples are used
2. examples are given first
3. examples are given to illustrate rules
4. examples are used to practice given rules

01:03

In order to find/spot similarities and differences, the teacher could ...

1. supply examples in Dutch and English
2. supply examples that show e.g. 2 tenses
3. supply examples with a clear context
4. do all of these (A, B & C)

What does the ERK (CEFR) indicate about grammar?

Check the ERK, you will notice...

• there is no explicit mention of use of grammar.
• there is some mention of the level of correctness of the language; this implies grammar, but only at the higher levels (from B1) (ERK; see "grammaticale correctheid").
• At the more basic levels (A1 & A2) learners can rely heavily on basic structures that they have practised, and are allowed to make mistakes.
  

You want to teach the modal verbs; could and should.
What is a good way to start your lesson?

1. Imagine you want to give personal information
2. I will teach you how to use could and should for giving personal information
3. You will learn how to give someone advice
4. The modal verbs; could and should

What grammar do your pupils need to perform the language function "asking the way"?

1. past simple; questions
2. present simple; questions
3. present continuous; statements
4. present simple; statements

Which communicative context would be most suitable to practise the comparative?

1. discussing which mobile phone to buy
2. describing your house
3. offering someone help with a problem
4. asking for agreement

What does that mean for your teaching?

• Remember that grammar structures are a tool for 
    communication.
• Grammar structures should be practised (in use).
• Only teach what is needed at the language level of the
   learner.
• Learners are allowed to make mistakes (should not
   interfere with understanding).

Did you achieve all the aims?

• You are aware of the level of your theoretical knowledge of grammar teaching.
• You are aware of how grammar is incorporated in language
    use and language functions.

Correct? If not; watch again.