Lesson 1: New Horizons
Learning Objectives for the Lesson:
By the end of this lesson learners will be able to:
________ both ________ and __________
During the class, students chose words which were new to them from the course description handout New Horizons and we discussed them. We practiced pronouncing some of the more difficult words, and then students made original sentences using the words that they wanted to learn how to use. We did the same thing with the two new grammatical constructions.
If you missed the first class, you should read New Horizons and look up and learn any words that are new to you.
By the end of this lesson learners will be able to:
- Describe the goals for the course.
- Correctly explain the meaning of at least two of new vocabulary items from the course description and use them appropriately in a context of their choice
- Use at least one of the following grammatical structures correctly in an original sentence.
________ both ________ and __________
During the class, students chose words which were new to them from the course description handout New Horizons and we discussed them. We practiced pronouncing some of the more difficult words, and then students made original sentences using the words that they wanted to learn how to use. We did the same thing with the two new grammatical constructions.
If you missed the first class, you should read New Horizons and look up and learn any words that are new to you.
Lesson 2: Learning Horizons
Learning Objectives for the Lesson:
By the end of this lesson learners will be able to:
1. Use strategic requests under the appropriate circumstances:
The first class was about our (mine, U.S. Embassy, UCA) intentions for designing the course, what we hoped they would learn and why.
This class was about students identifying and talking about their personal learning goals, i.e. why they are in the course.
Students wrote down ideas individually, shared with colleagues, and then did more writing.
We also added a new final “fun” activity that will be part of every lesson — Who can make the most words out of one English root? We used a new word from the first day to do this - create. See my reflections to see what we came up with.
With regards to achieving the lesson objectives, everyone achieved the second one, but no one has achieved the first one with any consistency and regularity. So I am recycling this learning objective in future lessons. I think students are missing many opportunities to interact with a native speaker as well as to learn new things simply because the role of the student in Tajikistan appears to be more passive than it is an American classroom. So, in this class, not only am I teaching about language, I am also introducing a new learning “culture”. It will take them time, I think, for them to understand that interrupting me to ask a question is not rude or disrespect for the teacher. Rather it is a sign that their natural curiosity is being awakened.
For people who missed this class, do the activity described in 2.1 My Learning Goals and you will have what you need for the assignment in Lesson 3.0 Writing a Personal Learning Statement.
By the end of this lesson learners will be able to:
1. Use strategic requests under the appropriate circumstances:
- I didn’t/don’t understand (what you said).
- Could you explain that in another way?
- Could you repeat (what you just said)?
- Could you speak loudly/slowly/clearly?
- Could you say that again?
The first class was about our (mine, U.S. Embassy, UCA) intentions for designing the course, what we hoped they would learn and why.
This class was about students identifying and talking about their personal learning goals, i.e. why they are in the course.
Students wrote down ideas individually, shared with colleagues, and then did more writing.
We also added a new final “fun” activity that will be part of every lesson — Who can make the most words out of one English root? We used a new word from the first day to do this - create. See my reflections to see what we came up with.
With regards to achieving the lesson objectives, everyone achieved the second one, but no one has achieved the first one with any consistency and regularity. So I am recycling this learning objective in future lessons. I think students are missing many opportunities to interact with a native speaker as well as to learn new things simply because the role of the student in Tajikistan appears to be more passive than it is an American classroom. So, in this class, not only am I teaching about language, I am also introducing a new learning “culture”. It will take them time, I think, for them to understand that interrupting me to ask a question is not rude or disrespect for the teacher. Rather it is a sign that their natural curiosity is being awakened.
For people who missed this class, do the activity described in 2.1 My Learning Goals and you will have what you need for the assignment in Lesson 3.0 Writing a Personal Learning Statement.
Lesson 3: Personal Learning Statements
Learning Objectives for the Lesson:
By the end of this lesson learners will be able to:
Today we talked about how to write a personal learning goal statement and discussed a process-writing approach to writing personal learning statements.
Homework for the weekend is to write a personal learning goals statement that answers the questions:
“Why am I here in this EFJ class, what do I want to achieve, and how am I going to work with the teacher, my colleagues, and myself in order to achieve this?”
The assignment is to bring 3 copies of this statement to the next class.
For a sample, see 3.1 Writing a Personal Learning Statement to Describe Learning Goals.
For a description of Process-Writing, see 3.2 Process-writing.
We also talked about the importance of using strategic phrases such as “can you repeat that” and “what does _______ mean?” to develop skills for interacting successfully with other English-speaking professionals.
In addition to getting ready to begin process-writing their learning goals, we discussed the nuts and bolts of the course and group norms. Here is what we discussed:
1. First 15” of each class is a self-study period that prepares students for activities later on in the class.
2. A website has been created for everyone to use and to which they will contribute.
3. If someone misses a class, they will go to the website and see what was done in the lesson.
4. Smartphones will be used only as dictionaries except for those times when the teacher prohibits dictionary use.
5. Evaluation will be cumulative, based on assignments completed throughout the course.
6. English will be used as the primary language of communication. When Ani is unable to explain something well enough for everyone to understand in English, then Bakhtiyor will translate into Tajik.
7. Homework during the week is optional, but highly recommended.
8. Weekend assignments should be done as the assignment will be used as the basis for the following week of classes.
9. There will be collaboration across different media types, doing projects of all types so everyone is supported.
10. People with better language skills will help weaker students understand assignments if they are unsure about what they are supposed to be doing.
11. Everyone will write reflections and send them to [email protected] to be posted on the website.
We also looked at the website, what the different tabs are for. https://englishlearningforjournalists.weebly.com
For our closing word game, we worked with the word journalism, and came up with journal (publication), journal (diary), to journal (the act of writing in a personal daily account of things), journalist, journalistic, journalistically, and, new for everyone, was the word journalese, which refers to language conventionally used by journalists.
By the end of this lesson learners will be able to:
- Describe what a personal learning statement is.
- Discuss how their first paragraph differed from a sample provided.
- Create a mind map.
- Describe the nuts and bolts of the course: website use, assessment, absence and tardiness policies, homework policies, collaboration across media types, collaboration across people with different skills, materials to bring to class (pens, loose sheets of paper), translation (Tajik vs. English), cell phone use, dictionary use, beginning of class procedure.
Today we talked about how to write a personal learning goal statement and discussed a process-writing approach to writing personal learning statements.
Homework for the weekend is to write a personal learning goals statement that answers the questions:
“Why am I here in this EFJ class, what do I want to achieve, and how am I going to work with the teacher, my colleagues, and myself in order to achieve this?”
The assignment is to bring 3 copies of this statement to the next class.
For a sample, see 3.1 Writing a Personal Learning Statement to Describe Learning Goals.
For a description of Process-Writing, see 3.2 Process-writing.
We also talked about the importance of using strategic phrases such as “can you repeat that” and “what does _______ mean?” to develop skills for interacting successfully with other English-speaking professionals.
In addition to getting ready to begin process-writing their learning goals, we discussed the nuts and bolts of the course and group norms. Here is what we discussed:
1. First 15” of each class is a self-study period that prepares students for activities later on in the class.
2. A website has been created for everyone to use and to which they will contribute.
3. If someone misses a class, they will go to the website and see what was done in the lesson.
4. Smartphones will be used only as dictionaries except for those times when the teacher prohibits dictionary use.
5. Evaluation will be cumulative, based on assignments completed throughout the course.
6. English will be used as the primary language of communication. When Ani is unable to explain something well enough for everyone to understand in English, then Bakhtiyor will translate into Tajik.
7. Homework during the week is optional, but highly recommended.
8. Weekend assignments should be done as the assignment will be used as the basis for the following week of classes.
9. There will be collaboration across different media types, doing projects of all types so everyone is supported.
10. People with better language skills will help weaker students understand assignments if they are unsure about what they are supposed to be doing.
11. Everyone will write reflections and send them to [email protected] to be posted on the website.
We also looked at the website, what the different tabs are for. https://englishlearningforjournalists.weebly.com
For our closing word game, we worked with the word journalism, and came up with journal (publication), journal (diary), to journal (the act of writing in a personal daily account of things), journalist, journalistic, journalistically, and, new for everyone, was the word journalese, which refers to language conventionally used by journalists.
Lesson 4: Process-Writing I
Learning Objectives for the Lesson:
By the end of this lesson, learners will be able to:
Monday’s lesson was our first lesson using differentiated instruction. In this lesson, students worked on different activities based upon which classes they had previously attended, and which classes they had missed, and whether or not they did the homework over the weekend. Everyone is working on process-writing, but people who missed the class where it was discussed first read about it and then began preparing their first drafts of the Personal Learning Goals Statement. People who had been present at the class where it had been introduced, and who had done the homework assignment, met in small groups with me to discuss their first drafts. People who had not done the homework did the homework. Everyone was able to organize themselves using the 4.3 Differentiated Instruction, the schedule which explained the task(s) for students in each different situation. This handout itself had educational value because it gave students more practice correctly interpreting and acting upon instructions as they are worded. The success of differentiated learning depends upon students having the ability to work well on their own by following instructions that are provided.
In addition to engaging in different stages of process-writing as outlined in Handout 3.2 Process-Writing, the portfolio system for evaluating each project was also explained. The criteria for evaluating the Personal Learning Goals Statement project are outlined in 4.4 Personal Learning Goals Statement Portfolio. Using project portfolios to assess learning outcomes will also give students the skills required for developing professional portfolios about their achievements in their respective fields in the future when such are requested.
For students who missed the class, it is important to read 4.3 Differentiated Instruction and
4.4 Personal Learning Goals Statement Portfolio prior to coming to the next class.
By the end of this lesson, learners will be able to:
- Discuss the structure of a paragraph: topic sentence, supporting sentences, concluding comment.
- Engage in free writing about their reasons for enrolling in the EFJ course.
- Collaborate with one another to improve their writing.
- Complete various process-writing tasks according to their previous attendance record.
Monday’s lesson was our first lesson using differentiated instruction. In this lesson, students worked on different activities based upon which classes they had previously attended, and which classes they had missed, and whether or not they did the homework over the weekend. Everyone is working on process-writing, but people who missed the class where it was discussed first read about it and then began preparing their first drafts of the Personal Learning Goals Statement. People who had been present at the class where it had been introduced, and who had done the homework assignment, met in small groups with me to discuss their first drafts. People who had not done the homework did the homework. Everyone was able to organize themselves using the 4.3 Differentiated Instruction, the schedule which explained the task(s) for students in each different situation. This handout itself had educational value because it gave students more practice correctly interpreting and acting upon instructions as they are worded. The success of differentiated learning depends upon students having the ability to work well on their own by following instructions that are provided.
In addition to engaging in different stages of process-writing as outlined in Handout 3.2 Process-Writing, the portfolio system for evaluating each project was also explained. The criteria for evaluating the Personal Learning Goals Statement project are outlined in 4.4 Personal Learning Goals Statement Portfolio. Using project portfolios to assess learning outcomes will also give students the skills required for developing professional portfolios about their achievements in their respective fields in the future when such are requested.
For students who missed the class, it is important to read 4.3 Differentiated Instruction and
4.4 Personal Learning Goals Statement Portfolio prior to coming to the next class.
Lesson 5: Process-Writing II
Learning Objectives for the Lesson:
By the end of this lesson, learners will be able to:
While these objectives were indeed met, it was in a more roundabout way than I expected. Again different students came from the previous class(es). Most did not have their free writing from the previous class; only two had done it as homework. So, as for the last class, different students did different things depending upon where they were in the sequence of writing and peer collaboration activities required for this project. Everyone did some writing, as well as analysis of one another’s work. They examined three aspects of their work: discourse structure for a simple paragraph, the content (ideas expressed) of the paragraph, and various grammatical aspects, include time, person, syntax, articles, adjectives and adverbs. We discussed possible topics for a grammatical syllabus but the general consensus seemed to be that they wanted me to design grammar activities based on the errors in their written work so, to this end, I think I will start collecting and categorizing errors to use as the basis for each grammar discussion.
If you missed this class, you will want to write your Personal Learning Goals Statement and submit a final draft of it along with the other documents required for the portfolio for this project to me for evaluation. They can be submitted in hard copy in class, or via email.
Refer to 5.1 Assessing a Personal Learning Goals Statement: Discourse and Content, and 5.2 Assessing a Personal Learning Goals Statement: Grammaring to make sure your final draft meets the minimal requirements for evaluation.
By the end of this lesson, learners will be able to:
- Write a cohesive personal learning goals statement.
- Discuss someone else’s writing.
- Receive feedback about their writing.
- Collaborate with a colleague to Revise and edit own writing effectively.
- Collaborate with colleagues and instructor to create a grammaring syllabus for the course.
While these objectives were indeed met, it was in a more roundabout way than I expected. Again different students came from the previous class(es). Most did not have their free writing from the previous class; only two had done it as homework. So, as for the last class, different students did different things depending upon where they were in the sequence of writing and peer collaboration activities required for this project. Everyone did some writing, as well as analysis of one another’s work. They examined three aspects of their work: discourse structure for a simple paragraph, the content (ideas expressed) of the paragraph, and various grammatical aspects, include time, person, syntax, articles, adjectives and adverbs. We discussed possible topics for a grammatical syllabus but the general consensus seemed to be that they wanted me to design grammar activities based on the errors in their written work so, to this end, I think I will start collecting and categorizing errors to use as the basis for each grammar discussion.
If you missed this class, you will want to write your Personal Learning Goals Statement and submit a final draft of it along with the other documents required for the portfolio for this project to me for evaluation. They can be submitted in hard copy in class, or via email.
Refer to 5.1 Assessing a Personal Learning Goals Statement: Discourse and Content, and 5.2 Assessing a Personal Learning Goals Statement: Grammaring to make sure your final draft meets the minimal requirements for evaluation.