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Video 1: Course Summary

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Teach English Now! Lesson Design and Assessment

亚利桑那州立大学

4.9（2,067 個評分） | 27K 名學生已註冊

課程 3（共 4 門，TESOL 认证，第一部分：马上开始教英语！專項課程）

我们将会根据学习目标、评估计划、方法、材料和学习活动几方面的知识和原理，为大家介绍一些课程计划的设计。学习者将可以通过仔细的分析找到并准备合适的教学材料，改编或创作专业资源。学习者还可以反观课程设计和教学理念之间的关系。

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4.9（2,067 個評分）

5 stars
1,890 ratings
4 stars
152 ratings
3 stars
18 ratings
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3 ratings
1 star
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MV

Mar 25, 2016

Fantastic amazing tutors and I highly recommend this course as by the end of this course lesson planning is a piece of cake. I have loved this course and all the courses in the TESOL specialization

KK

Dec 28, 2017

This course was review for me - but I wish it had been the first way I was introduced to planning lessons. The step by step process was incredibly helpful and the final project useful. Thanks!

從本節課中

Final Review

Each of the concepts covered in Modules 1 - 5 is summarized. Learners will submit their completed lesson plan for review.

Video 1: Course Summary7:43

教學方

Dr. Shane Dixon
Senior International Educator
Dr. Justin Shewell
Senior International Educator
Jessica Cinco
International Educator

腳本

[MUSIC]

Welcome back to Teach English Now and to our final video for this course.

We hope you have enjoyed your time with us learning about designing instruction.

In this video we'll summarize what we talked about in modules one through five.

Pay close attention to the important concepts, and

if there's something you didn't quite understand please feel free to go back and

watch that particular video again.

>> In our first module, we discussed the basics of instructional design.

We introduced Gagne's Nine Events of Learning,

focusing particularly on the first six events.

Those six events were, first, gain the students attention.

Second, state the objectives.

Third, stimulate recall.

Fourth, present the instruction.

Fifth, provide guidance.

And sixth, elicit performance.

We talked about each of these in more detail in later modules, but

in the first module, we provided general background on each event.

>> In the second module we focused more on the first three events

by looking at ways to activate students' background knowledge about a topic and

how to have an objective discussion with students.

We emphasized that students are not empty vessels that need to be filled up by

you as the teacher.

Rather, students have knowledge they have already learned about most topics,

and using this knowledge can help them understand new learning easier and

more quickly.

So as a teacher it is your job to figure out what they already know, and

connect it with what you want to teach them.

>> And we also covered how to do warm ups which are a great point in the lesson to

activate prior knowledge.

During a warm up you can review things the students have already studied, and

show how it connects with what they' ll be learning during that particular lesson.

You can also use a warm up to gain students' attention.

>> Then we talked about the objective discussion and how important it is for

students to know what your learning goals are and

how they are expected to achieve them.

A warm up or just after the warm up is a great time

to have an objective discussion with students.

However remember we also mentioned that sometimes,

depending on the circumstances, you may want to hold off

on having an objective discussion until later in the lesson.

>> In our third module we talked about the methods for

presenting and modelling instruction, which is Gagne's fourth event.

We said that your goal as a teacher is to make learning sticky, and

we gave you the acronym MUD, which means Memorable, Usable, and Durable.

We also gave you two tips on making learning sticky,

which were to use teacher talk and to keep things conversational.

If you need more help with either of those, please go back and

watch the first video of module three.

>> Then we talked about the importance of modelling, and

how sometimes learners just have to see something, see something in action,

before they can really understand it.

We introduced two methods of modelling.

First, teach, model, question.

And second, model, infer, and elaborate or what we called inductive reasoning.

Both methods have their place.

Which ever you choose to use remember to give more than one model and

give the models later in the instruction process.

>> Our fourth module covered guided and independent practice.

Guided practice allows students the opportunity to try out what they have just

learned in a safe way so that even if they make mistakes they'll be okay.

Guided practice should be led first by the teacher, but then can be done in

groups after the students have practiced together with the teacher a few times.

This is called less guided practice.

>> Now let's talk about independent practice.

Independent practice is the opportunity for the students to show what they know

and for the teacher see how much they really learned.

During independent practice activities the students are mainly working on their own

and the teacher is observing.

If gaps are found in the students' understanding,

the teacher may choose to go back and review important concepts.

Sometimes presenting them in a new way to help students understand.

Independent practice can be done outside of the class if needed, but

we recommend that you do most of your independent practice in class so

you can see firsthand how well your learners are achieving your objectives.

>> In the last module, we covered assessment.

If you remember, we stressed the importance of objectives,

not only in designing learning activities, but

also in designing effective and appropriate assessments.

Clear objectives describe what, when, and how students will complete a task and

use action words that are measurable in your assessments.

You should ensure your objectives, learning activities, and assessments

are all aligned and leading your students toward their language learning goals.

>> 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.

This may be where you give the models to your students

if you have not already done so.

Either way students should not be surprised by your assessments but

feel confident because you have provided ample opportunities for

them to practice and learn before asking them to perform on their own.

>> All right, are you ready for your test?

I hope we have given you enough time to practice and

review the concepts from this course.

If you need to take some time to watch each video again and

review the important information from your notes.

If you need to also jump on the discussion boards and ask your classmates for

their ideas and feedback.

Once you are confident you have learned the content of this course, go ahead and

take the test.

Remember, you can take the test multiple times.

Good luck, and thanks for watching Teach English Now.

[MUSIC]

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