In the Classroom with Benjamin L. Stewart

Making teaching and learning more transparent.

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Oct 27th, 2018 by bnleez at 8:00 am

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Show Notes

In this episode, I provide an excerpt of a class that is designed to assist English language learners - at an A2 level - to complete a story (one paragraph long) that is inspired by an image (painting or a picture) of a cabin in nature. 

Content Objectives

  • Build vocabulary related to nature: objects, animals, emotions, five senses, etc.
  • Gain awareness of paragraph unity (staying on topic), coherence (organizational patterns), and cohesion (transitions)
  • Gain awareness of sentence types: simple, compound, complex, and compound-complex
  • Gain awareness of parts of speech, types of phrases, and types of clauses
  • Gain awareness of comma usage: serial comma, compound sentence, complex sentence, sentence connectors, introductory phrases (five words or more), and appositives

Language (Linguistic) Objectives

  • Rheme and theme
  • Transitions
  • Comma usage
  • Descriptive texts using adjectives and prepositional phrases
  • Simple, compound, and complex sentences

Pedagogical Notes

 

 

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Oct 24th, 2018 by bnleez at 4:00 pm

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  1. Problem: Lean Teaching… how efficient, effective, and engaging is our teaching practice?
  2. Workflow...
    1. Keep in mind the following three things when considering one’s workflow: learner to learner engagement, instructor to learner engagement, and learner to outside expert engagement.
    2. Google Classroom
    3. Google Docs
    4. Google Gradebook
    5. Google Photos
    6. Eportfolio

Sources: Lean Manufacturing - Wikipedia; Lean Thinking (Womack & Jones, 1996)

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  • Leave me questions/comments at my website, www.benjaminlstewart.org. 
  • Follow me on Twitter: https://twitter.com/bnleez
  • Leave comments via Podbean app.

 Show Notes

    1. Instructional-learning episodes: knowledge-skill; metacognition-cognition; far (new context)-near (similar context) transfer; reproductive (less complex)-productive (more complex)
    2. Class
      1. Essential question: How does a song communicate with you? (far-near transfer)
      2. Brainstorm individually: emotions, people, events, etc. as a list. (knowledge - writing to understand)
      3. Convert brainstorming list to Mindmap and take a picture (Cognition, learning strategy, knowledge)
      4. Convert Mindmap to first and subsequent drafts
      5. Work/Upload information to Google docs
      6. Feedback - few students uploaded their paragraphs until the very end

Sources: Elshout-Mohr, Hout-Wolters, & Broekkamp, 1999; Volman & Ten Dam, 2011

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Show Notes

How can a teacher decide whether to break down the input into step-by-step activities or start by challenging students by asking them to perform a task where input proficiency is required? (Bottom up, top down, task based, structural content based)

 

  • Task-based supplementation: Achieving high school textbook goals through form focused interaction: Conclusions: “Results” have historically been defined and measured by “objective” language tests - standardized tests.  However, focusing strictly on form (not meaning, use, discourse, culture, etc.) ignores the fact that we have no true way of knowing exactly what a learner does specifically that leads to language acquisition. Also, a learners’ internal grammar goes up and down… down in the case when internalizing new content.

 

    • Conclusions: Task-based learning extremely effective when attending the personal, affective, and social development of the learner.
    • Instructional-learning episodes: reproductive (less complex)-productive (more complex), knowledge-skill, metacognition-cognition, far (new context)-near (similar context) transfer
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Oct 13th, 2018 by bnleez at 7:22 am

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In the Classroom: Why In the Classroom?

In many ways, episode #25 is the “first” in the informal reflective discussions I have planned for this channel related to curriculum, assessment, instruction, and educational technologies.  My intention of this channel is to provide the means for me to share with the public my interests and perspectives around what I read (theory, research, internet, etc.) and my own teaching practice.  My hope is that others will voice additional perspectives on similar topics by addressing through line questions related to each episode.

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TLC Socials

In this episode we discuss instructional-learning episodes (task-based learning) by way of example.

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TLC Socials

In this episode we discuss different models of teacher reflection.

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TLC Socials

In this episode we discuss teachers as reflective practitioners.

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TLC Socials

In this episode we discuss establishing flow in the classroom.

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Oct 9th, 2018 by bnleez at 11:25 am

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In this episode we discuss Google Classroom and WhatsApp in the classroom.

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