University of Malaya Education Faculty

Bachelor in Education (TESL) for Young Learners

© 2006 The design of this presentation is the copyright of the author & was created explicitly for academic purposes only.

Assessment in the ESL Classroom.

PBEY 3101

Seven Elements of a Lesson Plan (Hunter)

Critical Thinking (Bloom’s Taxonomy)

Multiple Intelligences- 7 Ways of Knowing (Gardner)

http://template.aea267_iowapages.org/lessonplan/index.htmlhttp://www.ed.sc.edu/caw/lessonplan.dochttp://www.ed.sc.edu/cw/lessonplantech.htmlhttp://www.ed.sc.edu/caw/edex750.htmlhttp://www.huntington.edu/education/lessonplanning/Hunter.htmlhttp://www.huntington.edu/education/lessonplanning/Bloom.htmlhttp://www.huntington.edu/education/lessonplanning/Gardner.html

Seven Elements of a Lesson Plan (Hunter)

Title : Pearl HarbourTime: 90 minMaterials: VCR, tape, poster, picturesObjectives: 1. The students will summarize reasons for

U.S entrance into World War 22. The students will evaluate the pros and

cons of these reasonsSetting the stage:

Show pictures of Pearl Harbour BombingDiscuss:

Background from home work readingConstruct:

Time line of WWii eventsGroups:

Posit “legitimate” reasons for a country to go to war. Refer to textbook and previous class notes

Show:Anti-Japan & anti-German posters and video

Journal:What role did emotions play in the U.S entrance into WWii? Defend or critique the reasons for going to war.

Critical Thinking

(Bloom’s Taxonomy)

Title : Pearl HarbourTime: 90 minMaterials: VCR, tape, poster, picturesObjectives: 1. The students will summarize reasons for

U.S entrance into World War 22. The students will evaluate the pros and

cons of these reasonsSetting the stage:

Show pictures of Pearl Harbour BombingDiscuss:

Background from home work readingConstruct:

Time line of WWii eventsGroups:

Posit “legitimate” reasons for a country to go to war. Refer to textbook and previous class notes

Show:Anti-Japan & anti-German posters and video

Journal:What role did emotions play in the U.S entrance into WWii? Defend or critique the reasons for going to war.

Multiple Intelligences

7 Ways of Knowing (Gardner)

Title : Pearl HarbourTime: 90 minMaterials: VCR, tape, poster, picturesObjectives: 1. The students will summarize reasons for

U.S entrance into World War 22. The students will evaluate the pros and

cons of these reasonsSetting the stage:

Show pictures of Pearl Harbour BombingDiscuss:

Background from home work readingConstruct:

Time line of WWii eventsGroups:

Posit “legitimate” reasons for a country to go to war. Refer to textbook and previous class notes

Show:Anti-Japan & anti-German posters and video

Journal:What role did emotions play in the U.S entrance into WWii? Defend or critique the reasons for going to war.

• Before the lesson is prepared: teacher should have a clear idea of what the teaching objectives are.

• What, specifically, should the student be able to do, understand, care about as a result of the teaching

• = Set Induction

• sometimes called a "hook" to grab the student's attention

• actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson

• The teacher provides the information needed for students to gain the knowledge or skill through:– lecture - video – film - pictures– tape

• Modeling where appropriate as one form of instruction

• Teacher shows students, examples of what is expected as an end product of their work.

• Determination of whether students have "got it" before proceeding

• Determining whether or not

students are making sense of the material as the material is being presented

• in the process of instruction

• An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher's direct supervision

• The teacher moves around the room to determine the level of mastery and to provide individual remediation as needed.

• just after instruction has occurred.

• Remember/ recall previously learned materials

• Knows :– common terms– Specific facts– principles

• Grasp the meaning of material• Shown by:

– Giving examples– Summarizing material– Predicting effects and sequences

• Use the learnt material in a new/ concrete situation

• Applied principles to new situation• Tasks:

– Relate– Solve– Demonstrate– Manipulate

• Break down materials into component parts/

• Group component parts into major ideas

• Distinguish facts and opinion

• Put parts together to form a new whole

• Write a well-organized theme

•Indicate/ judge the “worth” of materials; its strength and weaknesses

Multiple Intelligences

Category Description

Verbal/ Linguistic Natural ability of pupils in acquiring, forming and processing language

Logical mathematical Have the capacity to think logically and can recognize geometric and numerical numbers easily.

Spatial Intelligence Ability to visualize pictures and images easily

Rhythmic Intelligence

Ability to create and interpret music

Kinesthetic Intelligence

Ability to control and interpret their body movement and objects in their environment

Interpersonal Having high ability in understanding and communicating with others

Intrapersonal Ability to know themselves and usually become useful members in society