Ooh, Marc. Your classes always look like you give your students loads of freedom.
Yes, it does look that way but sometimes I still feel like I’m spoonfeeding. So today, I ditched my plan and tried an experiment.
To prepare for a discussion on health. I set stations that the learners would practice at.
- Vocabulary brainstorming at the board.
I suspected that the learners would just pick out single words. I later elicited collocations.
- Discussion planning.
Or functional language planning. What can you say to open a discussion, control a discussion, agree, disagree politely, change the subject and end the discussion. Not amazing.
- Fluency practice.
Teacher led choral, response drills, function drills. Popular with the learners but not my bag. Useful to an extent.
Read the handout then discuss it. Response task on the back. Reading has a gloss and few if any ‘hard’ words.
- Mini-discussion practice.
Set a task (actually part of the exit task). The post-task was to report to me three best balances of nutrition and taste for the discussion.
How did it go?
Well, I’d be lying if I said everything was amazing. The vocabulary was very successful with my morning classes, and OK with the afternoon class. The reading was basically spot on and the mini discussions went well. The discussion planning kind of sucked a bit. Some learners took over and derailed the activity and it took a while to get back on track.
All in all, not bad, though. I’ll probably try something similar again but I definitely want to tweak the language planning, perhaps with a handout. But that takes the autonomy away.
Back to the Campaign
I’m not satisfied with the RPG courses at the moment but I can see what it is that I want. I want to be able to just put everything in place like I have five years experience of RPGs rather than feeling my way blind.
So what would I do with all my unearned experience? Well, I think I would like to delegate some of the Dungeon Master responsibilities to the students. Learner Autonomy is a good thing. The only problem is only about a handful are capable of putting together a scenario and scoring. Because Japan is a groupist culture, this means I would run the risk of putting noses out of joint.
Another thing that I hadn’t thought through properly is item functions. The class at UOT has won some items but LCST has had no items in the game, yet. I was considering using these items to fiddle the game and let conscientious learners get high scores but in all honesty all the students are conscientious enough to keep me happy. Still, a few things could make it more interesting.
So what I am going to do is add items in the next few stages and have clear benefits to them.
I will ask of anyone wants Dungeon Master homework. I might even make a tutorial video about using Google Slides, too.
Read Here be (Dungeons and) Dragons previous ‘chapters’: 1, 2, 3, 4, 5, 6
Interlude, or stopping the game and assessing.
Well, funny you should say that. At Ladies College of Suburban Tokyo (LCST) I went around two classes of twenty odd, checking portfolios in progress while the students planned repeat tasks. I assigned them to re-record the most difficult task of the last 4 weeks, listen to the new one, listen to the previous one and judge which is better and how or why? Also, it gives a chance to see what still needs to be done. These students are a bit more savvy with academic skills as well as IT, and I don’t have access to a CALL room so I didn’t run a lesson on PowerPoint and OneNote or Google Apps to collate work.
The students’ work outside class has been a good mix of practice with elllo.org and dreamreader.net but also a lot of indiscriminate grammar drills from high-school textbooks, despite my urge to study grammar from graded readers, listening or something with a lot of context or cotext.
At University Outside Tokyo (UOT), I had more students than usual after a prompt of “come to class or face failing again”. Some students were savvy, others not so. I showed how to use PowerPoint to gather pictures and annotate them for vocabulary and how to drag and drop multimedia files. I was hoping this would take about 50 minutes but young people in Japan, while mobile literate are sometimes not very computer literate. They’ll redo tasks at the start of the next lesson.
At least I know now what the demands are, how much time it takes me to get around everyone to give feedback and the students know to make better use of grammar drills and such.
Read Here be (Dungeons and) Dragons previous ‘chapters’: 1, 2, 3, 4, 5
The crap lesson
This week at LCST the task was to ask which metro station a sightseeing spot is near. Unfortunately the lesson wasn’t very good. The first steps of the task were very poor. It wasn’t helped by assuming students would be able to just ask where a foreign place is. The complexity of the task needed to be thought about first.
I suppose this needs to be key in task design. Perhaps a task design process should be considered. A preliminary idea is:
Task Design Process
What language functions are necessary?
What different skills are needed?
What is likely to occur?
What can be done to scaffold to enable best-case scenarios?
Check what could go wrong at each step.
So, anyway, after a focus on form on questions and longer answers, I’d say the task was finally done well, but I’ll check over everything so far in next week’s review lesson.
Read Here be (Dungeons and) Dragons previous ‘chapters’: 1, 2, 3, 4
Read the future chapters 6
Read Here be (Dungeons and) Dragons previous ‘chapters’: 1, 2, 3,
Read the future chapters 5, 6
The Wrath of the Math
“Your points are 2 for taking a taxi, plus 1 if you told the driver where exactly to let you out. Then roll the D4. Add courage points to the D4. Divide them by 5.”
I should have seen this coming. How often do you see any English for arithmetic in EFL materials? Never. How many of these ladies at Ladies’ College of Suburban Tokyo (LCST) have played RPGs before? None, so the D4 terminology from the first lesson went in one ear and out the other of some students.
Next time I will provide a little bit of Focus on Form on the arithmetic terms and hope that our dining role plays go well, because other than the maths, it was a good lesson.
Read Here be (Dungeons and) Dragons previous ‘chapters’: 1, 2
Read the future chapters 4, 5, 6
This whiteboard was for the second lesson of a course I am teaching based on Business Result Pre-Intermediate. The learners are six men at a logistics company.
Check homework from the Practice File (gap fills for vocabulary review).
First up was a game at the end of the chapter based on questions and answers. It gave me a chance to check question formation and adjacency pairs (speech acts that go together).
I was going to move on to ‘eavesdrop’ upon the listening on the previous page and transcribe the conversation with half the class transcribing the man and half transcribing the woman. I thought that the game went on too long to do the textbook listening so I moved on to the speaking activity.
The speaking activity was the task at the top of the board:Introduce yourself; Targets: 80% native speed of response, 70% accurate vocabulary and grammar. They had to introduce their company, too. Matthew asked why I chose these targets. I figure that an introduction is really easy but an introduction with parameters close to what would be acceptable on business, generally, would be closer to the ‘real world’ and encourage more involvement than a task with no parameters.
Kamila asked how I measure the speed. Basically, I wait till the preceding utterance finishes, mentally answer and count two beats from my point of answering. It sounds harder than it is.
How I set it up was in threes, too talk one transcribes the first speaker only. This was to build accuracy in the first speaker. I read about it in this article by Skehan and Foster. In the article, learners transcribed themselves but in this risk they transcribed each other. Conversations carried on for around seven minutes. I followed up with a focus on form. These were mainly about vocabulary or body language and a little bit on question formation with final prepositions. Advice was given based on the transcription and then the task was repeated. I then followed with pairs repeating a similar task but with a 2 min 30 sec time limit. The companies they chose to talk about were all fictionalised, hence ‘adult entertainment’. Homework set was a gap fill with ‘you’ or ‘I’ in questions.
It went well, particularly with the weaker students in the class. Some things I wish I’d done were getting the students to record each other in pairs then transcribe themselves. This ended up being the end of the next lesson (make a podcast section to give an introduction to your company) and homework (transcribe yourself, noting mistakes or things you would change if you did it again). Overall the lesson was quite good but I still am not totally satisfied. Maybe this is because I am still trying to figure out my rapport and how we gel. Maybe I feel it was a bit repetitive, though it was kind of a fun time.