Video 4: Three Teachers: Independent Practice

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Teach English Now! Lesson Design and Assessment

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Arizona State University

Teach English Now! Lesson Design and Assessment

1841 notes

Cours 3 sur 4 dans Specialization TESOL Certificate, Part 1: Teach English Now!

Learners will be introduced to designing lesson plans based on principles and knowledge of learning objectives, assessment plans, methods, materials, and learning activities. Learners will find and prepare appropriate teaching materials through careful analysis, adaptation and creation of professional resources. Learners will also reflect on the cohesion between lesson design and teaching philosophies.

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Guided to Independent Practice

In this module, learners are introduced to the importance of guided and independent practices of lesson planning. In our "Three Teachers" videos, learners will view different examples, both strong and weak, of teachers facilitate guided and independent practices and receive breakdowns and analysis of each teacher.

Video 3: What is Independent Practice?4:54

Video 4: Three Teachers: Independent Practice7:41

Rencontrer les enseignants

Dr. Shane Dixon
Senior International Educator
Arizona State University Global Launch
Dr. Justin Shewell
Senior International Educator
Arizona State University
Jessica Cinco
International Educator
Global Launch

[MUSIC]

Welcome back.

In our last video we discussed how independent practice allows students to

show that they comprehend the information taught in a lesson.

Independent practice also shows teachers how well students may or

may not have comprehended a lesson.

Let's check out what our three teachers have done with independent practice in

their classes.

>> So we just finished our guided practice activity and now I want you to try

writing sentences using the present progressive tense verbs on your own.

So I'm going to give you this hand out with a picture of people at the park.

Below the picture,

I want you to write five sentences about what the people in the picture are doing.

You have five minutes to complete this activity.

After you finish writing I will ask some of you to

read your sentences to the class.

I will be walking around the room in case anyone has questions.

>> Wow, she's off to a great start, impressive.

>> Yes, Jack.

Her independent practice activity is an extension of her previous guided practice

activities and she very clearly explained what she wanted the students to do and

how much time they had to write.

That's very important and

she's making herself available to the students if they have questions.

>> Way to go teacher one.

Let's see what teacher two is doing.

>> Okay, now that we finished our guided practice,

I'm going to ask you to do something on your own.

So, you have the assignment.

Please read it carefully and follow the directions.

I will collect your work in ten minutes, okay?

What, you don't understand the directions?

Well, read them again.

You probably didn't read them carefully.

You don't understand question five?

Well, ask Amira next to you.

I'm sure she knows.

My gosh.

What is going on there, Jack?

That teacher is not helping the students.

>> You're right, Jill.

Major violation or should I say from south of the border, foul!

>> This poor teacher needs some help.

First of all, she didn't explain the directions to the students and

told them to just read the directions on their own.

With second language learners, it's so much more helpful to the students

to look at the directions while the teacher explains them.

Both reading and hearing the directions helps students better understand.

>> And, on top of that, instead of walking around the classroom to see

if students needed help, the teacher thought it was break time for her.

Did you see how she totally disengaged from her students and

didn't seem to care about them or their questions?

That is completely unacceptable.

And I did my copy.

>> Nice white socks, Jack.Let's try and take a page from our own book.

Yes, I'm guessing those poor students were pretty confused.

Well, maybe we should check out teacher three.

>> Great idea.

>> Well, we don't have time to do our independent practice in class today, so

I'm going to ask you to do this at home.

Now, don't worry, you've already modelled this and practiced it together this week.

So I think you'll have no problems whatsoever on this

assignment for the homework.

So in front of you, you have the directions to hand out.

Just write your work on the back of this paper.

Now let's look at the directions.

I want you to write a paragraph describing your family members.

The first sentence of your paragraph should be what?

Yes, exactly, it is the topic sentence, good John.

After your topic sentence, I'd like you to write at least four or

five sentences describing each member of your family.

Remember, we talked about height and hair color today, so

try to use some of these words we practiced.

Please bring this back to class tomorrow for a homework grade.

>> Okay, this teacher is using independent practice as a homework assignment.

What do you think about that, Jill?

>> Well, Jack,

having students do independent practice as a homework assignment can be good.

But I should throw out a word of caution.

Independent practice should be the most important part of the lesson,

as it requires the most work from the students and

helps the teachers to see how much the students understand.

By assigning this as home work Jack, teachers might not

get the most effective results because, >> It is bad.

>> Yes it is bad.

Some students might forget to do their home work or

others might just rush through with their home work in five minutes so

they could play video games after.

>> Which is good.

>> No. No.

>> No, both of these situations can skew the results of the independent practice.

Which prevents the teacher from knowing how much or

how little students understood the lesson.

So Jack, teachers should keep this in mind when they assign independent practice as

home work.

If the students actually do do their homework at home,

they will be able to spend more time to think and write on their own.

>> Haha, you said doo-doo.

Yes indeed, and I must say, this teacher does a good job prompting

students with just a little extra guided practice when he asks for

the name of the first sentence of the paragraph.

Good way to help students remember!

>> Let's see how this homework assignment went.

>> First of all, I'd like to thank you everyone for

your hard work on their homework assignment.

It seems like some of you really tried hard, unfortunately

many people got confused with some of the vocabulary words in your homework.

So before we get to what I had planned for today, I'm going to take

the next 10 minutes of class to review with you those vocabulary words.

If you still have problems with the vocabulary,

please come talk to me after class.

>> I love what he did here.

After collecting student's homework,

he noticed that most of them had issues with vocabulary.

So instead of plodding forward with the lesson he had planned for the day,

he stopped everything to review with the students to help them better understand.

I really like it when you just stop everything and

stop working and I do that all the time.

>> Thank you Jack.

I know teachers don't always have time to give extra instructions like this.

But goodness, I love his flexibility to focus on what is important.

>> That's what I meant.

Plus, he is only taking ten minutes out of class so hopefully he can make up for

lost time later.

It's so important for

teachers to be adaptable especially if students need more help.

>> Well, there we go.

All three of our teachers were providing independent practice to their students.

Don't forget that the results of independent practice are often assigned to

teachers how well students did or didn't understand the lesson.

In our next video, we'll summarize the most important points about guided and

independent practice, to help you prepare for your module review quiz.

Thanks for watching.

[MUSIC]

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