WORKSHOP 1

INTRODUCTION: OBJECTIVES

Get to know me Overview of this Overview of our

and each other workshop long-term goals
INTRODUCTION
 Hi 

 My name is Analynn

 I am a PhD candidate in applied

linguistics with a focus on language
testing
 I have a master’s degree in English as a
second language
 I’m from Houston, Texas

 I’ve taught in South Korea, China and

Iraq
MY TEACHING/TRAINING
PHILOSOPHY

DISCUSSION/ LEARNER- CONTEXT- GOAL-BASED NOT MORE BUT

TASK-BASED CENTERED ORIENTED MORE EFFECTIVE

MY GOAL IS TO GIVE Y’ALL THE TOOLS TO DO THIS

YOURSELVES
Needs analysis for test and textbook
development

Preparing students for end of course exam

LONG-
TERM
Taking high level concepts and applying
them practically OBJECTIVE
S
Effective communication with teachers

What else?
WORKSHOP SESSIONS
(TENTATIVE)
Session • Explore concepts in student-centered

1:
classrooms

Session • Basics of needs analyses

2:
Session • Basics of language testing
3:
Session • Syllabus and lesson plan development
4:
TENTATIVE SCHEDULE

Morning 1 Afternoon Morning 2

9 – 1030: lecture hall, 2 – 245: lecture hall, 9 – 1030: lecture hall,
lecture introducing lecture introducing lecture introducing
material for session 1 material for session 2 material for session 3
1040 – 1150: small groups, 3 – 4: small groups 1040 – 1150: small groups,
workshop workshop workshop
12 – 1: lecture hall, wrap 12 – 1: lecture hall, wrap
up up
THE
STUDENT-
CENTERE
D
CLASSRO
OM
WARM UP: THINK
PAIR SHARE
Read the following questions. Think about your own answers for 2
minutes. Then, when the timer goes off, turn to a partner/group and
share your thoughts.

 Reflect on your own English learning. What was helpful? What was not
helpful?
 How is language instruction different from content?

 What is the ideal environment to learn a language?

 Children in this country already learn French and Arabic, so why

English?
 Take a look at the handout. There are some common words that have
specific meanings in education. Try and guess what those meanings
are.
SOME TERMINOLOGY…
 Active learning: Students are engaged in the learning process and are
doing more than just listening to the teacher lecture.
 Authentic learning: Students are learning about real-world topics and
problems.
 Collaboration: Students work together to learn from each other and to
achieve common goals.
 Critical thinking: Students are encouraged to think critically about the
information they are presented with and to form their own opinions.
 Differentiation: Instruction is tailored to the individual needs and learning
styles of the students.
 Engagement: Students are interested and motivated in their learning.
 Inquiry-based learning: Students learn by asking questions and
exploring topics.
TERMINOLOGY CONT’D
 Learning by doing: Students learn by doing hands-on activities and projects.

 Metacognition: Students reflect on their own learning and develop strategies

for improving it.
 Ownership of learning: Students feel responsible for their own learning and
are motivated to succeed.
 Personalized learning: Instruction is tailored to the individual needs and
goals of the students.
 Problem-based learning: Students learn by solving real-world problems.

 Project-based learning: Students learn by working on long-term projects that

are relevant to their interests.
 Student-centered learning: The focus is on the needs and interests of the
students, rather than on the teacher.
Under ideal circumstances, do you think
having this mindset might be beneficial?

Why might this approach be specifically

helpful for language learning?

How can teachers can practically

implement a more student-centered ISSUES
approach?

What problems might arise when taking

this approach?

How can those problems be circumvented?

NEEDS
ANALYS
IS
BASICS
The purpose of the needs analysis: What do you want
to learn from the needs analysis? Are you trying to
identify the needs of students for a specific course or
program? Are you trying to assess the needs of a
particular community or organization?

The target audience: Who are the learners whose

needs you are trying to assess? What is their level of

WHAT TO
proficiency in the subject matter? What are their
learning goals?

CONSIDER
The context in which the learning will take
place: Where and when will the learning be happening?
What resources are available to support the learning?
What are the constraints on the learning?

The specific needs of the learners: What do the

learners need to know and be able to do in order to be
successful? What are their strengths and weaknesses?
What are their learning styles and preferences?
PLANNING YOUR NEEDS
ANALYSIS
The methods you will use to The specific questions you will
collect data: This could include ask: Your questions should be
interviews, surveys, designed to gather information
questionnaires, focus groups, about the learners' needs,
and observation. goals, and context.

How you will use the results of

How you will analyze the data:
the needs analysis: The results
Once you have collected the
of the needs analysis should be
data, you need to analyze it to
used to inform the design and
identify the learners' most
delivery of the learning
pressing needs.
experience.
SWOT ANALYSIS
 Another but similar approach

 What are current strengths, weaknesses,

opportunities and threats?
BRAINSTORM
 Take a moment to brainstorm
 Short-, medium- and long-term
objectives
 Questions to gather information from
teachers
 Other ways you might gather
information
 Ways to apply the results of your
analysis
BASICS OF CLASSROOM-
BASED LANGUAGE TESTING
GOOD TESTS:

 Are authentic to real-world

application
 Have a positive impact on
learning
 Measure what they claim to be
measuring
 Can more or less give the
same scores to the same
ability level over several
administrations
 Are practical

 Are interactive and allow test

takers to use the language
In order to appropriately assess students, several
factors need to be considered. In your groups,
discuss:

What short- and long-term objectives need to be

met

The realistic proficiency level of learners SMALL

The specific language items (grammar, vocab,
GROUPS
sociolinguistic/pragmatic elements)

The context for taking exams

Burden on teachers
SYLLABUS DESIGN
AND LESSON
PLANNING
 EXAMPLES OF WAYS TO
PLAN
SYLLABUSES/LESSONS
• Grammar-based syllabus: This type of syllabus is focused on
teaching the grammar of the target language. It is typically
organized around a sequence of grammatical structures, with
each unit focusing on a different structure.
• Notional-functional syllabus: This type of syllabus is focused on
teaching students how to use the target language to perform
specific communicative functions. It is typically organized around
a set of communicative functions, such as requesting information,
giving instructions, and expressing opinions.
• Task-based syllabus: This type of syllabus is focused on teaching
students how to complete real-world tasks using the target
language. It is typically organized around a set of tasks, such as
writing an email, giving a presentation, or having a conversation
with a native speaker.
• Content-based syllabus: This type of syllabus is focused on
teaching students about a specific topic or subject area using the
target language. It is typically organized around a set of topics,
such as science, history, or literature.
  Grammar-based syllabus: A teacher using a
HYPOTHETIC grammar-based syllabus might focus on
teaching the present tense in one unit and the
AL past tense in the next unit.

SITUATIONS:  Notional-functional syllabus: A teacher using a

notional-functional syllabus might focus on
TURN TO A teaching students how to ask for and give
directions in one unit and how to express their
PARTNER opinions in the next unit.
 Task-based syllabus: A teacher using a task-
AND DISCUSS based syllabus might focus on having students
write an email to a friend in English in one unit
WHAT ELSE and give a presentation about a topic of their
choice in English in the next unit.
YOU MIGHT  Content-based syllabus: A teacher using a
content-based syllabus might focus on
DO IN THESE teaching students about the history of the
United States in English in one unit and about
SITAUTIONS the science of climate change in English in the
next unit.
SAMPLE
LESSON
PLAN