Purpose

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.

Areas to be included:

• Cognitive
• Affective
• Linguistic  
  

•     Metacognitive Model
•     Instructional Framework
•     Name some learning strategies (as examples)

Grammar Teaching Guidelines

Grammar is like Sex

1. Keep grammatical explanations to a minimum, especially for beginners.
2. Always provide a context and be sure that students understand it (Preparation). Context can be drawn from students’ lives or a content topic (e.g., "Columbus arrived in Hispaniola in 1492." = regular past tense). Use objects whenever possible (prepositions, possessives - demonstrate). Maps are also good for commands, directions, prepositions, questions (- demonstrate with school map).                                                                                                                                                                                           
3. Model the new structure in a simple sentence. Write it on board or OHP and draw a box or other visual around the grammar point (Presentation). You can also present the new structure in charts see Brown, p. 369-370). Present examples that follow the same rule, such as 3rd person singular with the sound “s” or regular past tense with the sound “d.” Lyster model: attention-focusing activities in which students notice the grammatical structure or form, followed by conceptual understanding activities in which students understand how and when to use the grammatical form.
4. Have students repeat the sentence as a group and listen for the correct grammar. Correct as necessary, preferably through more modeling.  Then call on individual students. Finally, have students create their own sentences using the new structure  - OR – provide students with a text in which they find example of the new structure (Practice). Lyster model: practice activities. Note: Lyster’s research found that teachers tend to focus on the practice activities in such a communicative way that students are unaware of the grammatical structure they are supposed to be practicing and therefore do not learn it. This is why he recommends spending time first on attention-focusing and conceptual understanding activities. Very much like explicit learning strategies instruction!
5. After each sentence created by a student, pause for the student to think back and correct self if necessary (Self-evaluation). Peer correction can also be used if it is not embarrassing to the student.
6. Ask students to use the new structure at least three times that day (outside of your class), orally or in writing (Expansion).
7. Cloze tests are effective for both. Other ideas for assessment?