Materials Evaluation (Due Nov. 15)
SECOND LANGUAGE INSTRUCTION
Text
(Include author, title and publication data.):
Approach(es):
Proficiency
Level/Age Level:
(Note
whether text content and activities appropriately address targeted levels.)
***********
Identify the following and
evaluate according to the following scale 4 - Excellent; 3 – Good; 2 – Fair; 1 – Poor; 0 - Lacking. Draw upon your theoretical knowledge
as well as your practical expe‚rience in your evaluation.
RATING
Language
Skills: ______
Content
Base: ______
Activity
Types: ______
Sequencing:
______
Cultural
Sensitivity/Appropriateness: ______
Language
Functions: ______
Language
Structures /Grammar: ______
Learning
Strategies: ______
Learner
Variables (Identify the
learning styles and modalities
and
intelligences to which the text would appeal.) ______
Supplementary
Materials (Teachers Guide,
workbook, tests, CDs, etc.):
______
Overall
Fit with Curriculum: ______
TOTAL
RATING: ______
Adoption
Decision and Rationale:
The purpose of the
methods acting assignment in this course is to give you the opportunity to
experience a wide variety of teaching methods that have been – and still
are – practiced in the field of second language instruction. The methods
chosen for this assignment are ones that are either still in practice today in
various ways (on their own or as components of other methods) or were
particularly striking and ground-breaking for their times. Many of these
methods are based not only on linguistic theory but also tap into the fields of
psychology and sociology. You will need a good understanding of these methods
for the Praxis ESL exam.
This assignment will be
done in pairs. Each pair will sign up for a method on the first day of class.
In addition to your oral presentation, please provide a handout for the
instructor and your classmates that summarizes the main points of your
presentation. Each presentation should be 10-12 minutes long. Please keep
within time limits.
Choose one of the
following methods to present:
Suggestopedia
The Direct Method
(Berlitz) The
Silent Way
The Audiolingual Method Total
Physical Response
Community Language
Learning The
Natural Approach
The following points
should be included in your methods acting presentation:
1. A short historical overview that includes the
theory supporting the method (if any), the founder(s)/major proponent(s) of the
method, and the methodís major instructional goal (e.g., conversational
fluency; reading and writing; vocabulary; grammar).
2. A brief statement on the unique characteristics
of the method.
3. An introduction to your lesson that includes its
topic, major objectives, language level or grade level, and any additional
information needed to provide context.
4. A demonstration of the method. This
demonstration should include: (a) your presentation using the methodís
techniques; and (b) a short practice activity to engage your classmates.
5. Briefly describe evaluation techniques
compatible with the method.
6. In your conclusion, state the strengths and
weaknesses of the method.
Please refer to the
scoring rubric for information on the assessment of this assignment.
Methods Acting
Evaluation Rubric
|
Methods Acting |
Exceeds the Standard |
Meets the Standard |
Approaches the Standard |
|
1. Historical Overview |
A short and thorough historical overview is provided that
includes the theory supporting the method, the founder(s)/major proponents of
the method and the historical context in which the method was developed, and
the methodís major instructional goal. |
A short historical overview is provided that includes the
theory supporting the method, the founder(s)/major proponents of the method,
and the methodís major instructional goal. |
A short historical overview is provided that may include
the theory supporting the method, the founder(s)/major proponents of the
method, or the methodís major instructional goal, but not all three, or some
of the information is not accurately reported. |
|
2. Unique Points |
A brief explanation is provided on the unique
characteristics of the method. |
A brief statement is provided on the unique
characteristics of the method. |
A brief statement is provided on the unique
characteristics of the method, however some characteristics are omitted
and/or some characteristics do not pertain to the method. |
|
3. Lesson Introduction |
An introduction to your lesson is provided that includes
its topic, major objectives, language level, grade level, and additional
relevant information which helps to provide context for the lesson. |
An introduction to your lesson is provided that includes
its topic, major objectives, language level, and grade level. |
An introduction to your lesson is provided that addresses
some but not all of the following areas: lesson topic, major objectives,
language level and grade level. |
|
4. Demonstra-tion |
The demonstration of your method is fully acted out,
accurately reflects the method, uses techniques specific to the method, is
logically presented and includes a short practice activity to engage your
classmates. |
The demonstration of your method accurately reflects the
method, uses techniques specific to the method and includes a short practice
activity to engage your classmates. |
The demonstration of your method in some ways accurately
reflects the method, however key techniques or components may be missing
and/or the practice activity to engage your classmates is not entirely
reflective of the method. |
|
5. Evaluation |
The assessment designed is aligned with the objective(s)
of the lesson and is fully described. |
The assessment designed is aligned with the objective(s)
of the lesson. |
An assessment is designed but it is not compatible with
the objectives of the lesson. |
|
6. Conclusion |
The demonstration concludes with an elaboration of the
strengths and weaknesses of the method. |
The demonstration concludes with a statement of the
strengths and weaknesses of the method. |
The demonstration concludes with a statement of strengths
and weaknesses of the method, however some associated with the method are
overlooked. |
|
7. Handout |
The handout for classmates accurately addresses the
following six areas: Historical
Overview, Unique Points, Lesson Introduction, Demonstration Description,
Evaluation and Conclusion. The
handout also contains at leat five references, including articles authored by
the founder(s) of the method. |
The handout for classmates accurately addresses the
following six areas: Historical
Overview, Unique Points, Lesson Introduction, Demonstration Description,
Evaluation and Conclusion, and cites the sources of information. |
The handout for classmates accurately addresses some of
the following areas: Historical Overview, Unique Points, Lesson Introduction,
Demonstration Description, Evaluation and Conclusion. |
Standards
& Content-Based Thematic Unit (due November 1)
Evaluation
Rubric
|
Content Unit |
Exceeds the Standard |
Meets the Standard |
Approaches the Standard |
|
1. Unit Theme |
A broad theme is identified that is related to at least
three different content areas in your unit lessons, and at least two
different standards within each content area. |
A broad theme is identified that is related to at least
three different content areas in your unit lessons, and at least one standard
within each content area. |
A theme is identified that is narrow in scope and is
related to fewer than three different content areas and standards. |
|
2. Plan Overview/ Unit Form |
The thematic unit is coherent and sequenced appropriately;
Detailed lessons for five regular class periods (55 minutes each) or three
block periods (90 minutes each) are presented; Proficiency and grade level(s)
of students is identified, and all unit lessons are linguistically and
developmentally appropriate for the stated level(s). |
The thematic unit is coherent however sequencing may
require adjustment; Lessons for five regular class periods (55 minutes each)
or three block periods (90 minutes each) are presented, and the majority of
the lessons are detailed (4/5 or 2/3); Proficiency and grade level(s) of
students is identified, and the majority of unit lessons (4/5 or 2/3) are
linguistically and developmentally appropriate for the stated level(s). |
The thematic unit requires greater cohesiveness and
appropriate sequencing; Lessons for five regular class periods (55 minutes
each) or three block periods (90 minutes each) are presented, and some of the
lessons are detailed; Proficiency and grade level(s) of students is
identified, and some of the lessons are linguistically and developmentally
appropriate for the stated level. |
|
3. Objectives/ Standards |
All teaching/learning objectives contained in the unit lessons are specific, teachable and
measurable, and all are aligned with TESOL/FL/State Standards. |
The majority of teaching/learning objectives contained in
the unit lessons are specific, teachable and measurable, and are aligned with
TESOL/FL/State Standards. |
Some teaching/learning objectives contained in the unit
are specific, teachable and measurable, and/or some are aligned with
TESOL/FL/State Standards. |
4. Assessment by Teacher |
Assessments created by the teacher are aligned with the
stated content, language and learning strategy objectives in all three
subject areas. |
Assessments created by the teacher are aligned with the
stated content, language and learning strategy objectives in at least two of
the three subject areas. |
Assessments created by the teacher are not aligned with
the stated content, language and learning strategy objectives in at least two
of the three subject areas. |
|
5. Content Objectives |
All teaching/learning content objectives include content
knowledge and processes and higher order skills in the three subject areas. |
The majority of the teaching/learning content objectives
include content knowledge and processes and higher order skills in the three
subject areas. |
Some teaching/learning content objectives include content
knowledge and processes and higher order skills in the three subject areas. |
|
6. Language Objectives |
Listening, Reading, Writing, and Speaking skills are
integrated into activities, focusing on development of academic language, and
a range of academic language features are included (see CALLA handbook). |
Listening, Reading, Writing, and Speaking skills are
integrated into activities, focusing on development of academic language, and
some academic language features are included (see CALLA handbook). |
Listening, Reading, Writing, and Speaking skills are
integrated into activities, however the development of academic language is
not emphasized, and few academic language features are included (see CALLA
handbook). |
|
7. Learning Strategies Objectives |
Learning strategies that are appropriate to the task,
foster metacognitive awareness and that are practiced are incorporated in all
lessons of the unit. |
Learning strategies that are appropriate to the task,
foster metacognitive awareness and that are practiced are incorporated in the
majority of lessons in the unit (4/5 or 2/3). |
Learning strategies that are appropriate to the task, foster
metacognitive awareness and that are practiced are incorporated in some of
the lessons in the unit. |
|
8. Procedures and Materials |
Procedures for all teacher and student activities are
included in the unit and are related to stated objectives; Copies of all
materials used and identification of sources are included. |
Procedures for the majority of teacher and student
activities are included in the unit and are related to stated objectives;
Copies of the majority of materials used and identification of sources are
included. |
Procedures for some teacher and student activities are
included in the unit and are related to stated objectives; Copies of some
materials used and identification of sources are included. |
|
9. Preparation Phase |
All of the lessons in the unit begin with a preparation
activity that activates prior knowledge, develops vocabulary and serves as an
advance organizer. |
The majority of the lessons in the unit (4/5 or 2/3) begin
with a preparation activity that activates prior knowledge, develops vocabulary
and serves as an advance organizer. |
Some of the lessons in the unit begin with a preparation
activity that activates prior knowledge, develops vocabulary and serves as an
advance organizer. |
|
10. Presentation Phase |
All of the lessons in the unit include a presentation
phase in which the activities and learning strategies presented are
comprehensible, motivating, explicitly taught and modeled by the teacher. |
The presentation phase in the majority of the lessons in
the unit (4/5 or 2/3) reflect the presentation of activities and learning
strategies that are comprehensible, motivating, explicitly taught and modeled
by the teacher. |
The presentation phase in some of the lessons in the unit
reflect the presentation of activities and learning strategies that are
comprehensible, motivating, explicitly taught and modeled by the teacher. |
|
11. Practice Phase |
The practice phase in all of the lessons in the unit
reflects student use of content, academic language and learning strategies,
and the use of cooperative learning, hands-on learning and/or inquiry based
learning. |
The practice phase in the majority of the lessons in the
unit (4/5 or 2/3) reflects student use of content, academic language and
learning strategies, and the use of cooperative learning, hands-on learning
and/or inquiry based learning. |
The practice phase in some of the lessons in the unit
reflects student use of content, academic language and learning strategies,
and the use of cooperative learning, hands-on learning and/or inquiry based
learning. |
|
12. Self-Evaluation Phase |
The self-evaluation phase in all of the lessons in the
unit reflects student self-evaluation of content, academic language and
learning strategies practiced in each lesson. |
The self-evaluation phase in the majority of the lessons in
the unit (4/5 or 2/3) reflects student self-evaluation of content, academic
language and learning strategies practiced in each lesson. |
The self-evaluation phase in some of the lessons in the
unit reflects student self-evaluation of content, academic language and
learning strategies practiced in each lesson. |
|
13. Expansion Phase |
The expansion phase in all of the lessons in the unit
reflects activities that are related to the content, language and learning
strategies practiced, applicable to student lives, culturally sensitive and
include parental involvement. |
The expansion phase in the majority of the lessons in the
unit (4/5 or 2/3) reflects activities that are related to the content,
language and learning strategies practiced, applicable to student lives,
culturally sensitive and include parental involvement. |
The expansion phase in some of the lessons in the unit
reflects activities that are related to the content, language and learning
strategies practiced, applicable to student lives, culturally sensitive and
include parental involvement. |
All candidates for ESL licensure participate in a
30-hour field experience in a school setting. The purpose of this field experience is to observe and
reflect on practicing language teachers and classrooms over an extended period
of time. You should observe a variety of classes and levels, interacting with
teachers and their students as suggested by the host teacher.
Keep a detailed record of your observations and
use it to write a reflective journal about the experience, addressing the
topics stated below. Your journal should be about 12 pages in length. Please
refer to the attached rubric for the criteria that will be used to evaluate
your journal. This assignment counts for 10% (10 points) of your final grade.
This journal is due November 22
1)
Make a chart that
describes the ESL program, including levels, length of classes, classes per
week, types of instruction (e.g., language-based ESL, content-based ESL,
other). Provide enough detail to give a clear picture of the schoolís ESL
program. (1 point)
2)
Describe and
critique the instructional approach of one ESL teacher, including methodology,
use of TESOL Standards, teaching style, teacher beliefs, and teacher
effectiveness. Do not identify the teacher by name (you may invent a name). (2
points)
3)
Describe an ESL
studentís cultural background and how it might affect his/her language
learning. Discuss the studentís proficiency level, personal approach to
language learning, including learning strategies, attitudes, self-efficacy, and
motivation. Comment on the studentís strengths and needs. Do not use the
studentís real name. (2 points)
4)
Talk to a
mainstream content-area teacher about his/her views (attitudes) on working with
ESL students in a content subject classroom. Ask the teacher to discuss any specific techniques used to
assist ESL students in learning the class content and the successes and
challenges he/she has encountered in working with ESL students in a mainstream
classroom environment. Summarize
your findings and comment on the teacherís strengths and needs. Do not use the teacherís real name. (2
points)
5)
Make a chart that
describes and critiques the instructional materials adopted for
different levels of ESL. Examine
both teacher guides and student materials and indicate their appropriateness
for: exemplifying TESOL standards, language proficiency level, age, cultural
sensitivity, suggestions for differentiating instruction, activities for
different learning styles/intelligences, learning strategy instruction, fit
with type of curriculum (i.e., language-based, content-based, other). (1 point)
6)
Make a chart that
describes the assessment procedures used for initial placement, promotion to
the next language level, and exit from ESL program. Include standardized tests
and authentic assessments. Evaluate each assessment for: adherence to TESOL
standards, fairness, and usefulness to the teacher. (1 point)
7)
Based on your
classroom and school observations, and what you have learned about language,
culture, and ESL methodology, describe your philosophy of teaching
English language learners. (1 point)
Field Experience Journal Evaluation Rubric
|
Field Experience: Exceeds the Standard |
Meets the Standard |
Approaches the Standard |
|
1. Chart describing ESL program
includes all 4 types of information listed in assignment and provides a
detailed picture of the schoolís ESL program. 2. Description of ESL teacherís
instructional approach includes all 5 types of information listed in assignment
and the critique provides deep reflection supported by 2 or more examples of
the teacherís approach. 3. Description of studentís
cultural background is accurate and unbiased; approach to language learning includes 7 types of
information listed in assignment and provides 2-3 specific examples of
studentís strengths and needs. 4. Description of mainstream
content-area teacher includes all 4 types of information listed in assignment
and the critique provides deep reflection supported by 2 or more examples of
the teacherís strengths and needs. 5. Chart of instructional
materials includes all 8 types of information listed in assignment; chart
describes and critiques the instructional materials adopted for
different levels of ESL. 6. Chart of assessment
procedures includes all 3 types of information listed in the assignment and
all 3 evaluation topics. 7. Personal philosophy of teaching English language learners
is deeply reflective and draws on observation experiences and prior knowledge
about language and learning. |
1. Chart describing ESL program
includes all 4 types of information listed in assignment and provides some
detail of the schoolís ESL program. 2. Description of ESL teacherís
instructional approach includes
4 types of information listed in assignment and the critique provides
a general impression supported by only 1 example of the teacherís approach. 3. Description of studentís cultural
background is accurate and unbiased;
approach to language learning includes 5-6 types of information listed
in assignment and provides 1-2 general examples of studentís strengths and
needs. 4. Description of mainstream
content-area teacher includes 3 of the 4 types of information listed in
assignment and the critique provides a general impression supported by only 1
example of the teacherís strengths and needs. 5. Chart of instructional materials
includes 7 types of information listed in assignment; chart describes and
critiques the instructional materials adopted for different levels of ESL. 6. Chart of assessment procedures
includes 2 types of information listed in the assignment and 2 evaluation
topics. 7. Personal philosophy of teaching English language learners is somewhat reflective and draws on observation experiences, but does not integrate prior knowledge about language and learning. |
1. Chart describing ESL program
includes fewer than 4 types of information listed in assignment and provides
few details of the schoolís ESL program. 2. Description of ESL teacherís
instructional approach includes fewer than 4 types of information listed in
assignment and the critique provides vague impressions not supported by
examples of the teacherís approach. 3. Description of studentís cultural
background is stereotypic or biased;
approach to language learning includes fewer than types of information
listed in assignment and provides very general comments about studentís
strengths and needs with no examples. 4. Description of mainstream
content-area teacher includes 1-2 of the 4 types of information listed in
assignment and the critique provides vague impressions not supported by
examples of the teacherís strengths and needs. 5. Chart of instructional materials
includes 6 or fewer of the types of information listed in assignment;
chart describes but does
not critique the instructional
materials adopted for different levels of ESL. 6. Chart of assessment procedures
includes only 1 of the 3 types of information listed in the assignment and
does not address the evaluation
topics. 7. Personal philosophy of teaching English language learners is superficial and unrelated to observation experiences and prior knowledge about language and learning. |
ESL/FL Knowledge Base
Assessment (Due 12/6)
Purpose
The purpose of this
assignment is to provide you with an opportunity to demonstrate what you have
learned in TRED 251: Second Language Instruction.
Directions
1. Work with a partner.
2. Identify what you believe are the major
concepts, terms, approaches, methods, individuals, and teaching procedures
addressed in this course (only this course).
3. Develop a demonstration or exhibition of your
understanding of this information. Examples of demonstrations are: posters,
games, web sites, PowerPoint (or similar) presentations, videos, tests, study
guides, songs, skits, and graphic organizers. Other types of presentations can
also be effective.
4. Prepare copies of a brief handout that describes
your demonstration/exhibit. You will share these handouts with the people who
visit your exhibit. Be sure to provide the instructor with a copy of your
handout.
5. We will be joined by the other Tuesday section
of TRED 251 for the poster session. One class will present their demonstrations
during the first half of the class and the other class will present during the
second half.
6.
Your instructor
will circulate during the poster sessions to evaluate the completeness
of the information you present and the effectiveness of the method of
presentation. This evaluation will be supplemented by your handout to arrive at
a grade for this assessment.
7.
Project
presentation should appear:
Professional (professional appearance in writing,
preparation, neat, clear)
Easy to follow without verbal explanation (definitions
written or given without authors there)
Demonstrate effort (time, extra references, etc.)
Suggestions: Poster (conference presentation), Journal,
Magazine, PowerPoint Presentation, Play, Poem, Song, Video, Game, Annotated
Photo Essay, etc.
The purpose of the
micro teaching component of this course is to provide you with an opportunity
to practice teaching a short activity to your peers. For your micro teaching assignment, you and a partner will
prepare a short (15 minute) activity on the assigned topic and teach it to your
classmates, who will provide feedback and suggestions. You may select an activity from your
Content-based Thematic Unit for your micro teaching presentation. You and your
partner will present a micro teaching activity on one of the following six
topics:
1. Learning Strategies Activity
2. Cooperative Learning Activity
3. Listening Comprehension Activity
4. Speaking and Oral Communication Activity
5. Grammar Activity
6. Vocabulary Development Activity
In preparing your
micro teaching activity, please follow these guidelines:
1. Prepare a 15-minute activity that is designed
for one of the 5 phases of the CALLA instructional sequence (Preparation,
Presentation, Practice, Evaluation, Expansion)
2. Provide copies of your complete lesson plan to
your classmates. Use the format CALLA Instructional Guidelines on the reverse of this sheet. Complete the objectives that are
appropriate for your lesson (e.g., if you are teaching a grammar lesson, you
might have only language objectives - not content or learning strategy
objectives). Write a 1-2 sentence description of each of the 4 phases that you
do not demonstrate. Write a complete plan for the phase that you do
demonstrate. This plan should include sufficient detail so that others can
teach it. Indicate the source of
your lesson (original, teacher, book, the Internet, etc.).
3. Provide a VERY brief introduction to the lesson.
You should spend most of your time teaching it! Your handout should provide
background information such as topic, language level of the students, grade
level and any additional information needed to provide a context.
4.
Your micro
teaching presentations should include materials (visuals, tapes, games,
handouts, etc.) needed for teaching it.
5.
Teach the activity
as if your classmates were actual ESL or Foreign Language students.
6.
Use your
classmatesí written comments to modify your micro teaching presentation so that
you can use it with your own students.
CALLA INSTRUCTIONAL
SEQUENCE GUIDELINES
Theme/Topic______________Grade/Language
Level _________
Content
Objectives:
Knowledge
______________ Processes/Skills ________________
State/TESOL/FL
Standards _______________________________
Language
Objectives:
Language
Awareness _____________ Language Use ____________
TESOL/FL/State
Standards ___________________________
Learning Strategies Objectives:
Metacognitive
Awareness _______________________________
Strategies
to Learn/Practice________________________________
TESOL/FL/State
Standards _______________________________
Materials:
________________________________________________
|
Preparation: |
How
will I find out what my students already know about this content topic and
what related prior experiences they have had? How will I find out what
language skills and learning strategies they already know for this type of
task? What vocabulary needs to be taught? |
|
Presentation: |
What
is the best way to present this content so that students understand the
concepts? What language skills will they use? What learning strategies do I
need to model, explain, and/or remind them to use? |
|
Practice: |
What
kinds of activities will help my students apply the new information? What
language skills will they be practicing? How will they apply learning
strategies during practice activities? |
|
Self-evaluation:
|
What
is the best way for my students to assess their own learning of language,
content, and learning strategies? |
|
Expansion: |
How
can I connect the topic of this lesson to studentsí own lives, culture, and
language? How does this topic connect to other content areas? How can parents
become involved? How can I help students transfer what they have learned to
new situations? |
ASSESSMENT
How will I find out
what students know and are able to do as a result of this instruction? How will
I know if students have met the objectives of this lesson or unit?
Micro Teaching
Evaluation
Rubric
|
Micro-Teaching |
Exceeds the Standard |
Meets the Standard |
Approaches the Standard |
|
1. Relevance |
The objective of the
micro teaching lesson is aligned with state English language proficiency
standards and with state academic content standards. |
The objective of the
micro teaching lesson is aligned with state English language proficiency
standards |
The objective of the
micro teaching lesson is valuable but is not aligned with the state English
language proficiency standards and/or state academic content standards. |
|
2. Classroom Presence |
The teacher engages
with students, is enthusiastic about the material s/he is teaching,
pleasantly interacts with students and fully teaches the lesson as though the
classmates were actual ESL/FL students. |
The teacher is
engaged and pleasantly interacts with students. |
The teacher presents
the micro teaching lesson but lacks genuine engagement with students and the
material being taught. |
|
3. Organization |
The lesson is
well-sequenced and illustrates the activity topic (learning strategies,
cooperative learning, listening comprehension, speaking and oral
communication, grammar, or vocabulary development), and the lesson plan is
well sequenced. |
The lesson is
well-sequenced and illustrates the activity topic (learning strategies,
cooperative learning, listening comprehension, speaking and oral
communication, grammar, or vocabulary development). |
The sequencing of the
lesson is disjointed and/or the activity topic (learning strategies,
cooperative learning, listening comprehension, speaking and oral
communication, grammar, or vocabulary development) is not appropriately
illustrated |
|
4. Preparation |
The materials for the
micro-teaching demonstration are well-suited to the lesson, well-organized
and there is evidence of planning. |
The materials for the
micro-teaching demonstration are well-organized and there is evidence of
planning. |
There are materials
for the lesson, however they are not presented or used in an organized manner
and there is little evidence of planning. |
|
5. Effectiveness |
The directions are
clearly explained, the pace of the lesson is appropriate for the stated
language and grade level, and the teacher models good language with correct
grammar and clear enunciation.
The activity enhances comprehension, balances listening, speaking,
reading and writing, and promotes the given topic (learning strategies,
cooperative learning, listening comprehension, speaking and oral
communication, grammar, or vocabulary development). |
The directions are
clearly explained, the pace of the lesson is appropriate for the stated
language and grade level, and the teacher models good language with correct
grammar and clear enunciation.
The activity promotes the given topic (learning strategies,
cooperative learning, listening comprehension, speaking and oral
communication, grammar, or vocabulary development). |
The micro teaching
demonstration incorporates some, but not all, of the following features: The directions are clearly explained,
the pace of the lesson is appropriate for the stated language and grade
level, and the teacher models good language with correct grammar and clear
enunciation. The activity
promotes the given topic (learning strategies, cooperative learning, listening
comprehension, speaking and oral communication, grammar, or vocabulary
development). |
|
6. CALLA Phase |
The micro teaching
demonstration is a good example of the indicated CALLA phase, and the
activities that have preceded and/or follow in the other CALLA phases of the
lesson are clearly explained. |
The micro teaching
demonstration is a good example of the indicated CALLA phase. |
The micro teaching
demonstrates a valuable activity, however it is not a good example of the
indicated CALLA phase. |