Teacher's
Notes
- Lesson
6 -
Bring the sign-up sheet (assessment section) for the evaluation session.
REMIND STUDENTS
TO FILL IN THEIR ATTENDANCE SHEETS
FOR THIS AND EVERY LESSON.
Student's book page 95. "Performance" - Project-work:
| Materials: | Student's book (Click here), masks. |
| Students: | Groups |
| Rationale: | Project performance. |
| Method: | Students perform whatever they have prepared. They also evaluate their own and the other groups' performances. All students should be able to perform something by this stage of the course, even if it is based on the Alternative Schedule |
| Notes: | It can be productive to video the Presentations and to play them back (edited versions) at another time. Students then gain confidence from seeing something that they have produced, as well as thinking about what could have been done better. |
Student's book page 96. "Self-assessment - Homework:
| Materials: | Student's book (click here to see the student's page). |
| Students: | Singly |
| Rationale: | Self-assessment - participation and ability |
| Method: | Students think about their participation and performance in the Project. Having assigned values to various aspects, they are encouraged to assess their present language-learning situation and to think about whether their learning goals are being met. |
| Notes: | This (and other self-assessment pages) can be referred to by the teacher in the Final Evaluation Session, when counseling is given on "The Way Ahead" in terms of setting and achieving learning goals. |
‘‘- Evaluation Session -
Materials: Student's book (click here to see the student's page).
Sign-up sheet; Marking sheets and Marking criteria (Teachers?Resources); Cassette recorder; Cassette Journals; "A Letter to Myself" (homework).Students: 3 or 4 at a time Rationale: This is a "Student conversation" in which students talk about their learning needs, goals and achievements. The conversation is thus authentic, in that it directly addresses the needs of the students. They report on their progress during the semester and use the target language to do this. Method: At least two weeks before the Session, Students sign-up (Teachers?Resource) for the Evaluation Session. In the Session they talk about their learning in two parts. Information on the Session is in the Student book: Notes: Students need to bring these things to the evaluation:
Student books (homework, assessments. "Time Management" (Question sheet, student book p. 21). "Cassette Journals". "A Letter to Myself" (homework, student book p. 95). ‘‘
‘‘
Evaluation Part 1 (up to 5 minutes):
Students give their Cassette Journals and "Letter to Myself" to the teacher. They then talk together about some of these topics (c.f. the "Time Management" sheet [Introduction]) and the teacher records the conversation:
Long-term learning goals; Short-term learning goals;
Learning problems;
Evaluation Part 2 (up to 5 minutes):
Students talk together about the Projects, the Course so far and their plans. The teacher can join in at any time, commenting, counseling, advising and referring to the students' books (participation, effort, homework, assessment, attendance):
Were the Projects easy/difficult? Were they useful/not useful? Was the Course easy/useful? Did the students learn anything? Did they improve their English speaking? What are their (study) plans for the vacation? ‘‘
‘‘
Assessment: The teacher will be looking for Range, Fluency, Delivery, Attitude and Interaction as on the Marking Criteria. The role of the teacher is to note his/her assessment of student needs and progress and to offer such input as may be needed, including advice on how to proceed in learning English. Since this is essentially a debriefing session, the teacher can contribute to the conversation and assist students when he/she identifies useful ways of doing this. As well as helping students in terms of suggesting ways of becoming more effective learners, the teacher can draw attention to ambitious learning goals and lack of class participation or homework. Students who do not do any homework can find themselves talking about the reasons for this in the Evaluation session.
Cassette Journals:
Teachers might want to collect these earlier and return them during the Evaluation Session (see Teacher's notes on Project 4).
"A Letter to Myself":
This will be sent to the students a year later. Teachers can either take it upon themselves to supervise this, or can give the letters to the administrative assistants. Hopefully the receipt of a letter in English after the end of an English course can have positive effects on renewing learning goals
Notes:
This evaluation session is an important point in the course, in which bearings can be taken, previous learning assessed and new goals set. Students will talk about whether learning goals set at the beginning of the Semester have been met. The teacher can then constructively comment and advise, referring to the students' books and making the point that participation, effort, homework, self-assessment and regular attendance are important factors in the realization of these goals. This should be done in a spirit of counseling, encouraging the students to take responsibility for their learning, and assuring them that it IS within their powers to achieve their goals.
Teacher's materials for the Evaluation are in the "Assessment Section" of this book and can also be found at: http//www.hakmunsa.co.kr/twa
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