EDF 5641; UNIT GUIDE OF PEDAGOGY AND ASSESMENT IN TESOL

Assignment 1 is
due Sunday, August 26, 2018 (Annotated lesson plan
linked to an assessment outcome from a curriculum framework) 50
%

Assessment task link to unit learning outcomes:

1. Understand the concepts and pedagogical implications of
communicative competence and of learning as a social practice
in a range of contexts 


2. Recognise the differing language learning needs of adults and

children 


3. Become familiar with techniques and strategies which integrate

the macro-skills and focus on meaning as well as grammatical 

form 


4. Articulate their understanding of the principles of good

assessment practices and how they impact learning 


5. Demonstrate skills in evaluation and design of assessment tasks.




Details of task: Prepare a detailed lesson plan for a 45-50 minute

lesson that you would teach, complete with annotations that make
explicit all aspects of the lesson, what you will do and why you will
do it that way and explain how the lesson is linked to an assessment
outcome from a curriculum framework. Support your annotations
with links to at least five academic references (in addition to the
prescribed unit readings). Include all teaching materials. Use the
lesson plan format that will be provided on Moodle. This must be an
original lesson. Please do not use any materials from a textbook and
do not employ any online teaching resources. Word
count/equivalent: 4000 words Weighting/Value: 50%

Criteria for marking:
● word length adhered to, required number of references in
accurate and consistent APA 6 style 


● clear rationale 

● clear statement of the relationship with other lessons and
student knowledge & skills, clear communication and lingusitic goals



● a clearly stated lesson focus, use of resources and board

organisation 


● clear statement about how learning is assessed 


● thorough and clear procedure 


● identification of potential difficulties and consideration of

solutions 


● attention given to organisation, structure and expression. 


Just a quick clarification that the sample lesson plan is slightly different than the "lesson plan template"
that you will use for your assignment. This is because:

1. We use samples to help support your understanding of what you are being
assessed on but we don't want it to be an exact example of what you need to
do so that it allows you to think more creatively.

2. This sample was from a student in EDF5641 a few years back and the current
lesson plan template has been updated and improved since that time.

A few other questions have been raised and I thought I would discuss them
here:
1. There have been several questions about originality and particularly the use
of textbooks. While you can use an idea or resource from a textbook, e.g.
maybe you want to use an audio recording from a textbook, this is fine.
However, you should allow your objectives that you have created to shape
your lesson plan not the textbook. Think of this lesson plan as an opportunity
to create your ideal lesson that addresses the "problem" in your teaching
context that you have discussed in the introduction. You can use activities from
books, the Internet, etc. but they should not shape your lesson, your topic and
objectives should. For example, you might want to use Quiz, quiz, trade in your
lesson but you will not use the same questions that we used in the tutorial.
Instead, you will questions that relate to your topic.

2. Given that the lesson plan is limited by a short period of time, you can use
the "previous knowledge" section to explain what students have done before
this lesson. For example, if you are analysing a text for your lesson, you might
say that in a previous class you have worked on key vocabulary or something
else that is needed to support their understanding so you can focus on more
interesting aspects of the lesson. (NOTE FROM MELISSA)

NOTE TAKEN FROM MELISSA’S VIDE0;

- You may incorporate the learning materials and resources taken from textbook
and online resources, but you are required to suit and edit it to your chosen
context (don’t juts copy)
-
Find a curriculum framework (can be taken from your own country OR Victorian /
Australian curr. Framework) identify the process teaching and assessment
outcome

Some steps that I have to do before starting the assignment;

1. First, Find a curriculum framework (can be taken from your own country OR
Victorian / Australian curr. Framework) identify the process teaching and what
the assessment outcomes are
2. consider the class context = who are the learners? What is important for them
to learn (for instance, these students have not been taught formally in reading
skill, so we need to employ an activity which assign them doing reading skills,
and increase the related skills) WHY? WHAT LEVEL are they? CEFR? Curriculum
levels?
 3. Crate objectives (the objectives of the lesson plan or activities should lean to
and linked to the notion of the chosen curriculum framework). That matches
what they need to learn?
4. Identify a theme/topic (like in science, we select the topic/theme of “ANIMAL”
5. Introduction = what kind of problems and issues does this lesson address (the
reason must have rationales which relies on literatures, principles of theory
and others? This may link to the broader context. in this section, you state why
you choose the particular lesson?
6. USE TURN IT IN TO CHECK SIMILARITY

- IF YOU CHOOSE THE CURRICULUM FRAMEWORK FROM your country, you have to
put in the appendixes.
- In the introduction, you jus say the broaden context, why do you choose this
particular lesson, ON THE OTHER HAND, IN THE CONTEXT PART, YOU STATE THE
PROFILES OF YOUR TEACHING CONTEXT
- LABGUAGE LEVEL: ARE THEY BEGIINNER, INTERMEDIATE OR PROFICIENT? TO
CLASSIFY THE LEVEL, YOU MUST RELY ON THE CURRICULUM FRAMEWORK (LIKE
CEFR, OR FROM UR COUNTRY CURRILUM FRAMEWORK
- CLASS SIZE: YOU MUST MENTION THE CLASS SIZE DUE TO THE FACT THAT
SOMETIMES SOME LEARNING THEORIES/ STRATEGIES MAY NOT FIT WITH THE
CLASS SIZE, FOR INSTANCE LARGE CLASS WHICH CONSSIT OF 40 STUDENTS MAY
NOT SUTABLE TO TEACH WITH “ CLASS PRESENTATION’
- PREVIOUS KNOWLEDGEBLE/SKILLS= IT MEANS, IN THIS part, you must mention
what the students have done previously, what activities that You have given them
before, and what previous knowledge they are bringing to the class before starting
the learning activities. OR what scaffolding activities or knowledge that you have
given to them in order to catch up with the learning activities that you are going to
teach and employ in the annotated lesson plan.

- COMMUNICATIVE GOALS/OBJECTIVES; (WHAT STUDENTS DO IN TERMS OF

COMMUNICATIVE ACTIVITIES IN THE LANGUAGE TAUGHT AND PRACTICE? THIS IS
THE SAME as the final communicative task, for instance students write an article
for a class magazine.
- LINGUISTIC GOALS/OBJECTIVES; even though you have create the communicative
activities, it does not necessarily mean that you have employ Linguistic goals due
to the fact that these two aspects are diverse. BECAUSE linguistic goals/objectives
in this task is the language structures that are the focus, for example grammar (the
specific), the vocab (list), and genre featrures (narrative, descriptive, and others)
(you should include both communicative and linguistic aspects, but if you ARE
ONLY required to use ONE OR TWO ACTIVITIES IN EACH COMMUNICATIVE AND
LINGUISTIC OBJECTIVES, because MELISSA WANT TO BE SPECIFIC, can be ONE OR
TWO)

- ASSEsment strategies; it is about what assessment format that you ae going to use,
for example taking notes, asking them working in pair and then you measure their
performance, or it can be more formal assessment like asking them to write essay
 in order to know wheter they have grasped the main objective of the lesson. BUT,
the most important thing is what the evidence that you have (based on theory
maybe), how you are going to asses the students and be able to access wheter the
lessons are successful or not

- Materials, resor=urces’ handout, online, or maybe you want to use video (but you
have to include the video, what video you are usind, and why you use the video)

- Board organisation; it means you have to write in the board (whatever the
medium is) about what are the activities, organisastion, or few things you want to
do the day (in the class of learning activity). Hence, the students will know and get
an idea what teacher and they are going to do. Why and how you use the board
organisation?

IN THE LESSON PROCEDURE ADA BAGIAN;

- Ideally two objectives (ONE LINGUISTIC AND ONE COMMUNICATIVE ASPECT), no
more than 4 STATED IN THE LESSON PROCEDURE.

- Anticipated problem/solution = here you have to state what are possible issues
which may appear and what the solution offered to tackle the problem. For
example, you use technology/ internet to run the learning process, but suddenly
the internet is not connected, so e=what the solution given to deal with it or what
back up or another activity that you can do and offer to replace it. WHAT ABOUT I
USE DICTATION STRATEGY, AND IT WILL MAKE A STUDENT GET HURT (SEPERTI DIA
BISU, DAN TIDAK BISA MENJALANI AKTIVITAS PEMBELAJARAN TSB) LALU
BAGAIMANA CARAMU SEBAGAI GURU MENGATASI HAL TSB?

- REFERENCE/RATIONALES; for instance if you use the warp up activity, you have to
mention and state why you choose this activity, and what the reasons behind that,
how it is connected to Literatures, and wht the literatures say about using this kind
of introduction or warm up activity to make students engage with the lesson or
learning activity

NOTE FROM MELISA; IF YOU WANT TO USE AND MENTION ALL THE RATIONALES AND
ANTICIPATED PROBLEM/SOLUTION IN EACH ACTIVITY, IT IS OKAY. AND YOU ARE
ALLOWED TO CHANGE THE FORMAT ORGANISASION OF ANTICIPATED
PROBLEM/SOLUTION AND REFRENCE/RATIONALES PART OF THE ESSAY

TURNITIN DRAFT CHECK IN MOODLE CAN BE USED TO THE CHECK THE SIMILARITY, AFTER
YOU SEE THE RESULT, YOU CAN EDIT IT TO ENSURE THE DECREASED SIMILARITY, AFTER
THAT YOU CAN SUBMIT IT IN THE DROPBOX

READ Handout 1 and 2 (in the week 4) = will help you start thinking how to organise your
lesson plan.
CATATAN DARI BANG BERLI
1. CONTOH LEARNING OBJECTIVE/BASIC COMPETENCE DARI SEBUAH KURIKULUM
FRAMEWORK ADALAH; SISWA DIHARAPKAN BISA MEMBERIKAN/MENYAMPAIKAN
OPINI DALAM BAHASA INGGRIS DI DALAM FORMAL SETTING. LALU DARI
KURIKULUM FRAMEWORK TSB, KITA KEMBANGKAN AKTIVITAS PEMBELAJARAN
YANG MENGACU KEPADA LEARNING OBJECTIVE/BASIC COMPETENCE YANG
DIMINTA DI CURRICULUM FRAMEWORK TSB.
2. ASSESMENT OUTCOME OF CURRICULUM FRAMEWORK TERSEBUT ADALAH;
BAGAIMANA KITA MENGESES/MENILAI PERFORMA ATAU PEMAHAMAN SISWA
TENTANG LESSON/AKTIVITAS YANG TELAH KITA BERIKAN, DAN CARA MENGESES
TERSEBUT HARUS MENGACU ATAU BERLANDASKAN KE CURICULUM FRAMEWORK
YANG TELAH KITA PILIH.
 Summary of UG ASSIGNMENT 2

Due date: Sunday October 21, 2018 by 11.55pm
(FOR ME DEADLINE; 20 SEPT)

A. Assessment task link to unit learning outcomes:

1. Understand the concepts and pedagogical implications of communicative
competence and of learning as a social practice in a range of contexts 

2. Recognise the differing language learning needs of adults and children. 


B. Details of task:
1. Choose one of the broad topics from the list distributed. 

2. Discuss the topic in relation to the country and English language teaching
context with which you are most familiar. You must refer 
to at least five scholarly
articles or chapters in your assignment (in addition to the prescribed text), and
show how these concepts 
have or could have practical application in the
TESOL context which is the focus of your response. 

3. As part of your discussion in this assignment, you need to return to the written
task that you completed in Week 1 and reflect on 
the issues raised there and
the insights gained throughout the unit that have further developed or changed
your initial reflections on issues raised in that written task. Your reflections must
also appear in weekly discussion posts. In this way, this final assessment task
includes both formative and summative components and will be marked accordingly.


C. Criteria for marking:
1. Theoretical Aspect
- shows how the topic chosen is relevant to context and target learner group 

- refers back to the first written task and discussion posts and shows evidence of
the development of thinking/reflection 

- presents a clear line of argument 

- covers a good range of relevant points 

- is approx. half of the assignment 

- refers to at least five scholarly articles in addition to unit readings 


2. Practical Aspect
- approx. half of the assignment 

- makes links between theory and practice 

- suggests appropriate activities for level, age and purpose of target group 

- presents appropriate activities relevant to the topic 

- considers communicative aims in L2 teaching (meaning focus) 


3. Presentation and referencing

- paragraphing is clear 

- no/few typographic errors 

- published classroom materials and all quotes or ideas from authors acknowledged 

- in-text and end references presented in consistent APA 6 format