TEACHING AND COMMUNICATION RESEARCH PROJECT
EDUC 310 & EDUC 316
Traci Baillie & Sylvia Helmer, Teaching English Language Learners - July start

Context:

EDUC 310 and EDUC 316 combine to explore the principles of teaching and the critical elements of communication in the classroom context, which together allow you to increase your level of understanding of how to teach while practicing skills in the preparation for your profession. This research project provides an opportunity to become more familiar with what is at stake around a selection of prominent issues and to heighten awareness of the deeply contested, constantly evolving landscape of formal education. In addition, each topic, whether specifically stated in the topic list below or not, must include a consideration of ESL learners within that topic area.

Objectives:
¨ to design an appropriate lesson plan [with various learner needs in mind]
¨ to work cooperatively as a group [groups will be assigned]
¨ to teach the lesson to the whole class group and receive feedback
¨ to include a power-point [or other media – film, internet, theatre, music, print, etc.] presentation as part of the lesson
¨ to address the principles of teaching and learning during the lesson:
o focussing on the role of teacher
o creating a safe and engaging learning environment
o designing and delivering optimal teaching/learning experiences
o addressing diverse needs and contexts
o preparing and planning for teaching and learning
o integrating teaching, learning and assessment
¨ to provide an opportunity for you to synthesize the content of all your courses to date and make it relevant to your own context
¨ to include an explanation [ an addendum to your lesson plan] that outlines how you have addressed the principles of teaching and learning, and considered the context of communication in the classroom.
¨ To provide your colleagues an in-depth presentation of a topic along with appropriate handouts that include a list of selected resources for both further study and potential practical use/application.

Requirements:
¨ The lesson plan is detailed, typed and includes all the elements except PLOs. Handouts of, at minimum, the key elements and a list of resources used and recommended, are provided to class members and instructor at the time of the presentation. Lesson plan, addendum, handouts and self-assessment will be submitted to instructor at end of each group’s presentation. [If power point presentations or other multi-media are used, a copy of these, electronically, is also required]
¨ All members of the research group will be included in the planning and teaching of the lesson.
¨ Assessment will be by peers and the instructor according to the attached rubric – the theory – and the detailed rubric used for the microteaching lesson – the practice
¨ The entire lesson should be approximately 30 minutes long.

Topics:
While you are not limited to these topics, if something else has caught your interest, be sure to have an alternate topic approved by your instructor. As you begin to explore a potential topic area, consider the diverse perspectives embedded within each topic. Please peruse the list and submit your first three choices of topics as soon as possible.
¨ Assessment and evaluation – what are the issues; concerns vis à vis EAL learners, in particular; how can adaptations be made and what is ‘fair’?
¨ Class size and the impact on learning/teaching – research and practice
¨ Cross-cultural communication in the classroom – what are the issues, particularly where nonverbal communication elements are concerned? Are there particular potential areas of impact that such miscommunication can have on classroom interaction, and how can they be ameliorated?
¨ Daily Physical Education – pros and cons; how can a teacher meet this requirement effectively?
¨ Differentiated instruction – how can this be achieved given the variety of learners and the demands of various stakeholder groups. In terms of EAL learners, can this approach support their optimal learning of both language and content? If so, how? If not, why not?
¨ EAL learners – how best to provide support for them, for how long, in what formats? What are the issues?
¨ Full-Day vs Half-Day Kindergarten – pros and cons; current trends and issues
¨ Inclusive/special education – is this mandate optimal for the ‘regular’ students? What are the dilemmas? What of EAL learners who have special additional learning needs?
¨ Multi-grade classes – pros and cons; how can/could this impact on the EAL learners in the group?
¨ Pull-out support programs –pros and cons; how can classroom teachers manage when students are constantly coming and going for specialized support?
¨ Specialist vs Generalist in elementary education – the pros and cons, including EAL, Learning Assistance, Gifted and Special Education. [e.g. Should such specializations be part of basic training?]
¨ Technology in schools – what are the options; what are the issues; how use the resources available?

Feedback:

¨ All other groups will provide collaborative, written feedback.
¨ The instructor will provide written [and oral] feedback.
¨ The presentation group will individually hand in their self-assessment of the planning and teaching presentation.

Schedule:

September 14 Assignment outline presented
September 16 Choices submitted to instructor [choose 3]
September 21 Topics/groups assigned [group size will be 3-4]
September 30 Literature review [draft outline to instructor]
October 14 Draft outline of presentation [to instructor]
October 21 Presentation timeslots to be determined
October 28 presentations
November 2 presentations
November 4 presentations

INQUIRY PROJECT ASSESSMENT A: RUBRIC

Presentation Group Members ___________________; ____________________; _____________________

Criteria
Not Yet
Meeting
Exceeding
Conduct and compile research about a topic in education
- little or no evidence of valid or current research
- compilation of research shows a clear understanding of the topic
- strategic compilation of research shows insight into the topic
Present research on a topic
- presentation is unclear, confusing or ineffective in conveying key ideas
- multi-media presentation is complete and effectively conveys the researched material
- multi-media presentation is complete and innovatively showcases the research material
Make reference to the literature on the topic
- links with creditable sources are absent or unclear
- statements seem based on opinion rather than evidence
- references to the literature support various aspects of the topic
- references to the literature are used effectively to support all aspects of the topic
Critically consider the topic e.g. pros/cons; proponents/critics
- presentation provides a narrow or none-sided view of the topic
- evidence of critical consideration
- various perspectives are considered
- convincing evidence of critical consideration, promoting thoughtful discussion within the group
Prepare and facilitate engagement/discussion among your colleagues
- the presentation does not provide enough background information for thoughtful discussion
- only a few audience members are actively engaged
- evidence of preparation and practice
- collegial involvement is facilitated, with many audience members participating
- evidence of extensive preparation and practice
- collegial involvement expertly facilitated
- audience members are actively engaged, with broad participation

COMMENTS AND SUGGESTIONS:


ASSESSMENT B: PRESENTATION AND FACILITATION

A – PRESENTATION

1. Content
a. knows subject
b. uses significant and thoughtful material
c. focusses on complex topic or issue in a coherent manner
2. Organization
a. uses motivating introduction
b. provides logical, connected framework
c. summarizes with emphasis on ambiguities that may have arisen
3. Verbal Skills
a. uses voice purposefully
b. projection, articulation and pitch support the content
c. ises clear, accurate and professional diction
4. Nonverbal Skills
a. uses proxemics, gestures and facial expressions to support content

B - FACILITATION

5. Questioning and Responding Skills:
a. uses clarifying, paraphrasing and probing
b. asks open-ended questions
c. includes higher level thinking questions
d. includes all participants
6. Facilitation Skills: Climate
a. defines boundaries
b. acknowledges and supports participants
c. blocks inappropriate responses with respect
d. links participants by connecting ideas
7. Facilitation Skills: Momentum
a. invites all participants to share ideas
b. helps dominant participants listen to others
c. collects a broad range of ideas – initiating and guiding
d. manages time

Strengths:





Suggestions:




Presenters___________________________ Topic ________________
Research Project Outline

Group members: __________________________________________________________

Topic_____________________________________________________________________


Task/element & approximate time
Group member
leading / responsible

DETAILS

Objectives


SWBAT . . .
SWBAT . . .




Seating/ Group formation ,etc.



[Consider/explain what and say why it would be more helpful to use groups/ or individual seating for elements of the presentation]





Introduction / Hook


[What can you say/do that is more enticing than “today we are going to teach/tell you about . . . “ ?]





Development


(step by step outline of proposed ‘lesson’ with approximate time needed for each]











Closure



[How will you bring closure/review main points, etc.; how ensure there is time to close well and provide feedback and/or questions]







Materials /teaching tools for presentation



[everything you need for the presentation]







Instructional strategies/tactics to be used


[which and why/how]






Resources/handouts



[What will be in the handout for ‘learners’? Aside from the Literature Review, what else will you be handing out? It is helpful to also have copies of all the resources noted on your literature review so people can look at them?]






Assessment of group



[may not be appropriate for this particular context]

Self-Evaluation / plans for next time


[plans to debrief with each other about what went well and what you have learned from the experience]