ARIZONA STATE UNIVERSITY PROFESSIONAL CERTIFICATE

COURSE 1: FOUNDATIONAL PRINCIPLES

Module 1: Making Meaning Clear( CAKE)
Lesson 1: Technique & Content
1/ It took stu 6 seconds to predict if teachers were good/bad based on ur
presentation, ur style, ur way of stand up, stus often see technique before they see
content.
2/ Basic psychological needs are:
➤Belong/connect: provide space where stu feel safe & welcomed
by teachers & their classmates. teachers who developed good
relationships with their stu have fewer discipline problems
➤ Relationships with their stu have fewer discipline problems.
Model & feedback are important parts of mastering skills. With
clear demonstrations of correct technique & specific feedback
➤ Freedom : make choices & be part of the decision making
process. stu that have a voice in the classroom are more
invested in work thus more motivated.
➤Fun

Lesson 2: Teacher Techniques

1/ Teachers should be aware of 3 dif stu zones.
1, what stu can already
2, what stu cannot do.
3, what stu can do with guidance from teacher.
2/ I call it sweet spot, bc cake is most delicious when u teach within this zone.We
don't want to share inf that is too high & we certainly don't want to share inf that is
too low. We want to provide inf at i+1 level, just new enough challenge but not
overwhelm
➤ Stus need to receive input that is just beyond their current
understanding in order to grow. Just little bit hard, little bit new
 ➤ Speak too fast & use language too complex to understand is “i + 10”, is out of
stu's range of understanding.
➤ i +0 , mean input is completely understood by stu & no
learning is taking place
3/ 3 dif techniques to help u reach stu better
➤ body language: through use of hands, eyes, & movement, arms
&face.
➤ teacher talk: speak in a modified/ simplified way to meet
current level of ur stu. Let's put this simply. u have dif rhythm,
dif vocab, & even dif expressions. NOT speak too fast/too
complicated,/too slow & simple. what good teacher talk is:
● Repetition: Teachers can use signal phrases, “let me say that again”/“in
other words”
● Reduced grammatical forms
● Simplified vocab: u recognize again what stu in an entire classroom are
likely to know. Do they know word justify? No, but perhaps they know
words give reason
● Use of signpost expressions: like transitional words/phrases such as,
1st,/also,/for example.
● Use cultural references: aware of common cultural knowledge of ur stus, &
make sure that ur examples & references match stu understanding
● Elaboration: I stop. I slow down &I begin again. It is more than just
repetition. In elaboration, u expand inf by including definitions & examples.
● Ask Qs & provide clarification: Ask Qs to find out what stus have
understood. then, correct/clarify in4 that is incorrect/misunderstood. When
asking Qs, give stu time to respond. Silence can be a great technique to
create interest & elicit stu participation. pay attention to stus eyes.
➤Scaffold: create opportunities for stu to learn step by step,
building upon tasks that will allow them to combine those basic
concepts together to perform more difficult tasks. U must have:
● model behavior: begin by show examples, break process into steps, & show
them
 ● Guided practice: provide clear instructions & sample sentences. Then
perform each step
● independent task: if stu struggle, start from beginning again, give time to
practice until comfortable independently

Lesson 3: Input Hypothesis

➤ How do we move from stage i to i + 1(next level)?
● input hypothesis: necessary (but not sufficient) condition is that acquirer
focused on input (i + 1)
➤ Input hypothesis trái ngược usual approach.
● We learn structures-> practice -> fluency. Opposite. input hypothesis acquire
by "going for meaning" 1st, &as result, we acquire structure
● When communication is successful, when input is understood & there is
enough of it, i + 1 will be provided automatically.
➤ Speak fluency cannot be taught directly, only way to teach speak, is simply to
provide comprehensible input
➤How to aid comprehension
● slower rate & clearer articulation, which helps acquirers to identify word
boundaries more easily, & allows more process time
● more use of high frequency vocab, less slang, fewer idioms;
● syntactic simplification, shorter sentences

Module 2: Modes of Learning & Interaction

Lesson 1: Modes of Learning ( CAMERA)
1/ Acquisition vs. Learning
➤ Learning: ability to comprehend, recall in4 by reading books,
discussions & show ur understanding though test.
➤ Acquisition (better) is much more than simple learning that u
learn+apply principles in real world automatically
2/ 2 Modes of Learning like camera (acquired language)
➤ Through zoom lens( focused mode), U focus on small specific
linguistic forms, like vocab, past tense/small pronunciation
 rules. U look specifically at certain tasks: read chapters.
➤ Through a wide lens( diffuse mode),it is time to let ur mind
wander, understand overall general meaning,& convey a
message without worrying about small rules of grammar,
vocab/pronunciation.
As a teacher, help stu narrow specific features that they don’t pay attention to -
> language must be presented in 2 modes, if not, stus have As on tests, but are
unable to use language in context
Language is camera, & u are photographer

Lesson 2: Modes of Interaction (BASKETBALL)

1/ Language is Basketball
➤As teacher is teach language( grammar rules, drills,
worksheets)+ practice rules &language u give them many
times
➤ rule of practice : 80/20 rule. practice 80%. 20% (zoom mode)
provide instructions & details help focus on things not yet
noticed/seen.
Language is basketball, &u are coach.
2/ Practice in 2 Modes
➤ Focus on mode of learning:
● Ex: nướng bánh 50 độ- 30p -> nướng 100 độ-15p khét->k nhồi nhét cho hs
học nhiều vocab
● To learn & keep words, allow their brain time to process in4. A great way is
to use spaced repetition.
● if u not use spaced repetition, When practicing a group of words, use them in
upcoming weeks. Avoid giving lists -> stu memorize ->leave alone, just
memorize, take test, go home & forget
➤ Diffuse mode
● Engage stu : move beyond list of words/single rule -> zoom out & create
general, not specific tasks
● Create a general task: not ask to memorize vocab/grammar -> ask more open
 style. Ex: Order at a restaurant, buy some shoes, talk about ur best friend.
These tasks include dif grammar,vocab, communicate in real
● At advanced levels, teachers challenge stu by asking Q that require
synthesize, put together what they learn. Pair 2 unrelated ideas ->ask how
they are related. Ex: pair motivation & practice -> ask “How is practice
related to motivation?” Here stu will naturally focus away from grammar &
vocab -> focus on what they think, feel, & believe -> start speak in free way
FOCUS MODE
⬇
LEARNING

DIFFUSE
⬇
ACQUISITION
As a teacher is to give stus both modes of learning & to switch between these like a
photographer might with a camera.

Module 3: Taking Risks & Stu Strategies

Lesson 1: Taking Risks ( STAGE)
1/ Language is Stage: Effective Filter
➤ Go to stage-> stu forget what prepare before bc căng thẳng
➤ The effective filter is high -> feel annoyance, anger,
frustration,/anxiety. The Effective filter is low, & u aren't
stressed. So in4 comes more easily.
➤ Teachers create an environment to help lower that filter, &
give stus confidence to remember material that they have
prepared & studied.
2/ Lowering Affective Filter
➤ few techniques calm down & lower affective filter
● 1st, from the beginning ,share ur own failures & feelings when learning new
things. Stus see that u understand them.
 ● 2nd, describe mistakes as normal. I praise effort & use phrases “mistakes are
okay”, “ Take ur time”. & “u almost have it right”. Always encourage
process & get stu away from thinking about finished polished product.
● 3rd, use formative evaluation( based on 2 dif modes, how diffuse mode not
worry single rule, 80/20 rule). Practice can create an environment stus can
make mistakes without giving final judgment/grade. When u give feedback,
not the final grade but help them along the way, this is called formative
evaluation.
● 4th: willing to look ridiculous. This helps stu feel they can take risks, & get
outside comfort zone, relax, & have a safe space for them to fall.

Lesson 2: Understanding Mistakes

1/ Bad language Stu Strategies
➤ Based on how important to lower affective filter so that stu
want to take risks -> help stu learn correct strategies
➤Avoid just studying vocab, grammar-> fail-> repeat the same
strategies. Bc everyone likes to look smart. So, they often
chose language learning strategies that avoid look foolish &
take risks
➤ Good Language Learner Strategies
> Predict, guess &pick clues > Ask Qs
> Pay attention to what they believe > Take notes
is important. > Relate new in4 to visualization
> Prepare > Find A in multiple ways form
> Look ridiculous, just try to dictionaries, teachers, stu & other
accomplish it. sources
> Practice > Use physical response.
> Monitor own accuracy > Play with language.
➤U encourage use of them within ur classroom. Help stu predict,
ask Qs use imagery & play. Learners need to know what to
learn, how to learn help give them correct strategies. U are
often trail guide.
Module 4: Flipped Model of Language Learning
Lesson 1: Connecting stu to Resources
1/ Language Learning Outside Classroom
➤ Strategy for stu practice:
● One problem of practice: time -> Make sure to give enough time to practice.
Avoid only teach language rules, lists ->test them
● Remember to learn little, use it a lot. Encourage stu use what they learned
with family,...
2/Thinking Outside Classroom Box
➤Strategy for stu practice:
● written down their list of resources, people, places & things where they can
use E
● Create language goals
● Can transform classrooms into café, clubs: watch movies, bring in music,
snacks, order certain high-interest topics from dif menus each week.
● Pen pal assignment to another stu from dif class, perhaps class half way
around world
Lesson 2: Encouraging Student Autonomy
1/ Language Learning Online
➤Strategy for stu practice with internet:
● review language learning websites & apps. Through movies, Games, Music.
integrate E into ur stu’s favorite
2/ Stu Autonomy
story of mother bird kick kid out of tổ to fly -> let stu autonomy
 COURSE 2: THEORIES OF SECOND LANGUAGE
ACQUISITION
Module 1: Swing of Pendulum: Brief Look at ESL History
Lesson 1: Purpose, Content,&Technique
1/ Purpose, Content,&Technique
➤Basic elements to understand an approach to teach language.
● Purpose: why language is both learned & taught. Why stu try to learn
languages?
● Content: What do u need to teach a language? What are materials that are
required? ( Books, diagrams, maps, audio recording)
● Technique: how do we help stu to remember language? strategies &act
teacher uses to convey language forms. ways the teacher teaches.
● Purpose hình thành nên content, technique
Lesson 2:

Approach Purpose Content Technique

Grammar learn cultural values classic books for - translation & back-
translation translation from translation
Approach plays, poetry, - used reading
short stories, & comprehension Q to test
novels. -memorize vocab
- write essays
Direct learn culture, history - dialogues & - conversations practice
Approach & people by conversations, - in4 gaps
interacting to passages about - Q & A sessions
experience life not geography, - read aloud
just sit in classroom. politic, culture..) - inductive vocab,grammar
- self correction when
possible
Reading read & pass test - readings that - asked to memorize vocab,
Approach leveled to stus' grammar - read/translate
knowledge passage
- given lists of - Test
vocab, grammar
of what they read.
Audio - Communicate dialogues, not - repetition &
Approach - Based on habit focus on transformation
formation to meaning, just -memorize dialogues
automatic by mimicry & - overlearning
practice, repeat pronunciation.
- kết hợp vs
behavioral
psychology by
rewards , punish
Cognitive - understand how - not classroom - not technique
approach language work approach. - strategies to improve
- recognize unique - focus on stus' practice & recall
property of human brains, not
mind specific
materials/content.
Affective - respect feeling used plays & - positive reinforcement
humanistic - remove barrier customs,stories, - choose new identity
approach - make a games - repeated exercise with
comfortable music/smells
environment: tea, - create creative use
music, posters & singing, dance & games
aromas.
- use smooth voice
Comprehe can understand what - physical objects, - Silent period: time stu not
nsion they hear, feel like desks, chairs, confident to speak. This
approach confident in their walls, doors, time, stus exposed input
language ability of clocks >form connection> speak
vocab, grammar, - real objects, like - lowing “effective filter”
pronunciation plastic - use command(câu lệnh
- make meaning fruit/pictures - chuỗi action
clear/make input - observable - HS làm GV
comprehensible actions like jump,
- gain confidence & sit, open door
begin speak - nonsense ways
to fun
Communic - love people, - use leveled - authentic materials, inf
ative cultures, places by books with gaps, language games,
approach. connecting interest themes role plays.
- connect people - focus on all 4 - Act, ex to communicate,
- use of language for skills get inf.
meaningful
communication

Approach What we now learn

Grammar - use reading comprehension Q
translation - Use of Antonyms & Synonyms.
Approach - Use of Cognates: vocab similar tiếng mẹ đẻ
- Fill in Blanks, Writing Compositions.
Direct - đóng fun play,situation, dialogue
Approach - use gestures, pictures,visual aids to understand culture & meaning.
- stu self-correction( giả bộ sai)
- Draw picture then share ( draw house with windows & doors, tree
outside,monkey in tree)
 - Use maps &inf gap ( 1 has rivers map,1 has mountains map.
Teachers invite share inf with each other complete their maps with
rivers & mountains.
Reading - Skim & scan.
Approach - Extensive reading.
- Guided Reading.
Audio - Drills(replace to familiar work, change grammar)
Approach - chain game( 1 begins A line. next repeats A then + B
- Use language labs & habit formation drills.
- Minimal pairs( pair of words with only 1 sound that is dif)
- Dialogues & memorization.
- Gamification.
Cognitive - Feedback on errors & explicit grammar instruction, not
approach punish/ignore
- Pre-reading &pre-listening act
Affective - Positive Reinforcement.
humanistic - Multiple Concerts( listen to dialogue/read many times. Listen
approach dramatic reading with 1st script/rhythm,intonation, 2nd take notes,
3rd complete outline of notes
- Dramatization( act out stories, choose join script writing
team/performance team), allow stu stop learning & start creating
Comprehe - Use target language in the classroom.
nsion - Use Visual Aids to Convey Meaning.
approach - Encourage stu speaking : Role Reversal & give commands/ Use of
Simple Q with limited A( yes, no Q,/A is chosen from list. Q about
situation in picture> A what see in picture
Communic - Authentic Materials, practice close to real world like restaurant
ative menus/newspaper, weather reports. U avoid write reading passage
approach. includes vocab
 - Sắp xếp word đúng thứ tự
- Language Games.
- Inf Gap.
- Role Plays(ordering in restaurant, & given specific roles: waiter,
customer, manager/chef

Act example: sang songs, wrote & performed skits, gave presentations, created
poems, used grids to create & organize paragraphs, played language games, have stu
brought their favorite food & discussed why they liked it & how it was made,
watched episode of Friends > analyze dif between American & Chinese culture

I emphasized the importance of creating engaging, student-centered classes, fluency

over accuracy, & partner & group work.

At end of course,We shared loving goodbye, with promises to keep in touch on last
day of course, group of “strangers” had melded into big, happy “family;” they felt
comfortable making mistakes & learning from each other; they had new ideas to
introduce to their stu; their confidence in themselves & their E abilities had risen
astronomically.

COURSE 3: LESSON DESIGN & ASSESSMENT

Module 1: Basic Instructional Design ( 6 events)(at beginning)
Lesson 1: Gaining Attention (1) , Stating Objectives (2), Stimulating Recall (3)
1/ Instructional Design Theory:
➤ 3 events of instruction:
● gain attention: helping shine a spotlight on in4 at beginning
● Give obj: what & why you're teaching it.
● stimulate recall of prior learning.
2/ Analyze 3 teachers’ introduction

“ Welcome to class everyone. I want u to turn to page 23 in ur book & we will

learn more about some people in Australia. We are doing this so we can finish this
book by end of week.Then we will take a test about Australia. test will be this
Friday & it will be 25 Q”

● teacher speak nhỏ, 1st sentence not gain attention

● obj seeme fake, just about vocab, grammar, test, not about language gain

“Class, settle down. Get ur faces out of ur smartphones, open books to pages 23,
24. Today, you're going to be reading a story. You're going to notice that there are
some vocab that you've already learned. By end of week, u will have learned 25
new vocab words, & u will have gained better control over past tense. U
remember past tense, don't you?”

● giọng to, gain attention not means kéo attention vào ur self -> draw attention
to story by interesting Q/picture
● not detail about which vocab are similar/dif
● Should connect new lesson to past instruction by share detail

“Welcome to class, everyone. Let me introduce u to some words & raise ur hand
if u know these words. School bus, hiking, stranded, dingo, signal, dangerous,
compass, outback. Good, I see some hands. Yes, some of these words come
from our lesson yesterday. Which ones? Yes.What do they mean?Good. Now
which words are new words? You're right. Stranded, signal, dangerous, &
compass. What do these words mean? Who knows these words already? & what
do I have here, on my screen? Yes, it's a compass. Can s.o tell me what a
compass is & what it is used for?”
Yes, that's a great definition of a compass & there will be some other really
interesting words in our story today. U see, we're going to read a story to build
up ur vocab for today & help u learn words to express feelings. We're also going
to help u to present, by the end of week, a speech about an emotional time in ur
life.
 ● Confidence & use her hands
● invite stu to raise their hands for simple Q(to recall) then invite respond out
loud for more dif Q
● excellent objective: shares short term daily goal, building vocab, & ties it to
weekly goal, present about feelings

Lesson 2: Displaying Content (4), Providing Guidance (5), & Eliciting

Performance (6)
1/ Instructional Design Theory: Present by Staying Present
➤ (4) Present content( instructor):
● Break down concepts, use teacher talk, explaining, scaffolding, being front
& center.
● Presenting inf 20% of time(vital), practice 80%.
● Use warm language when u present content( communicate from inside out,
share ideas that excite & help stu dự đoán future conclusion like telling story,
feel like u are there in story. Explain grammar, vocab, present content in a
lively engaging manner, draws stu in, makes them motivated to learn more
→ Clear explanations, warm language that invites stu to problem solve with
you, use story & metaphor
➤ (5) Provide stu guidance/practice(helper):
● writing assignment, a quiz, a test, a speech.
● provide assistance as stus recall, apply.
● play with language, make mistakes, not on their own, but in pairs/group/you.
● Allow stu to shine.
➤ (6) Eliciting performance (evaluator):
● have stu demonstrate understanding of ur instruction. It student's time to
perform, it ur time to assess by a test, presentation, group act,Q&A
2/ Analyze 3 teachers give lesson
➤ use diagrams, examples, ask Q throughout instruction, recall
prior learning. Avoid have stu do exercise without model,
direction
3/ Good Talk: Treat lesson as conversation instead of performance
● Interact with stu.
 ● Have eye contact with all stu.
● Routinely check that stu are understanding.
● Be aware of stu’ facial expressions/body language. Bored/confused / Smiles
& nods
● Move around room, don’t be anchored to ur podium.
● Learn stu' names.
● Engage stu in banter & allow them to ask Q, offer opinions & interact with
lesson.
● Use conversational tones.
● Speak clearly & carefully. Be sure to enunciate.
● Project ur voice
● Change focus/act every 10-12m to stimulate & hold stus’ interest.
4/ Warm Language,
● Talk about ideas, instead of around them.
● Bring stu “into” lesson & work through ideas together.
● Create a clear image/idea that stu can relate to.
● Personalize class.
● Use asides (“U know,….”) & explanatories (“Well, wouldn’t u know….” &
“Goodness….”).
● Be explicit & transparent.
● Tell “story” (or lesson) & give clear, simple explanations that stu can easily
understand.
● Ask critical thinking Q that provoke thought.
● Use humor in class.
● Bring language down to stu’ level of knowledge without talking down to
them

Module 2: Activating Background Knowledge & Objective

Discussions( at beginning) ( 1st 3 events)
Lesson 1: Activating Background Knowledge( warm-ups) (1)
1/ stu are NOT Empty Vessels
➤ Human brain is not an empty cup. Lesson plans should connect, phụ thuộc to
 each other, not a little chunks of knowledge . Then practice again & again,
previous material already covered. Figure out what they already know, &
connect it with what u want to teach them.
➤ Warm-ups help teachers bridge old to new in4 & introduces new inf. Not just
gain attention, but direct that attention at the appropriate target. Thus, bring stu
broad view of the topic. Create curiosity & prediction act by use visuals, Q
prompts on board/ videos
2/ Analyze teacher introduction to lesson
➤ Reviewed key vocab & connected it to topic today, use board,
paired vocab to pictures
➤Use pictures to understand meaning of vocab, but need
connected last lesson
➤Avoid inappropriate sharing about personal stories

Lesson 2: Objectives & Objective Discussions (2)

1/ It’s Hard to Hit What U Don’t Aim For
➤ what are obj?: specific end goals tied to a lesson plan. It allows
u to recognize how u will instruct, & what u will instruct.
what( content) & how(technique)
➤ why discuss them?: stu like to know what heck they're doing. A warm up/just
after warm up is a great time to have an obj discussion.No need to tell every
day minor goals. But throughout the course, helping stu realize how goals fit
into the main goal. Good curriculum starts with driving Q u are trying to solve,
& has some goal at the end of it.
2/ What Objectives are NOT
➤ think of sth that can be accomplished within a single lesson #
overall target goal. Add lesson plan obj to larger goals & help
provide necessary skills to accomplish it.
➤ Do not confuse an obj with an act.
● Act is a way to achieve objective, not the same as objective, bc obj
represents ends of instruction, results. Not instruction itself.
● An obj should xđ what results of act should be, not simply share what act
 ● stu will listen to songs about colors of the rainbow.
● stu, when shown rainbow, will correctly label all colors. *
➤ Writing obj tips: Think about what stu will do after acting to
demonstrate that learning has occurred.
“stu will watch a video in E about our solar system & see all dif planets & learn
stories about each one”
“Stu, when shown a picture, will identify E equivalents for each planet in our
solar system. They will match stories to correspond to each one.”
● Make ur obj observable & measurable. Use action words: identify, state,
demonstrate, create. Avoid use no, believe, feel, & understand: states of
mind/heart & impossible to observe

“ Stu will know about vocab in E related to family (mother, father, )”

“ Stu will demonstrate their knowledge of family vocab(mother, father, etc.) by
writing paragraph that correctly distinguishes relationships in their own
families”
● Teach important obj 1st, most common words, phrases, & grammar that
necessary for real world
3/ 3 Teachers: Objective Discussions
➤ Do following in any order:
● Clearly state instructional obj.
● Check for understanding.
● Establish specifics.
● Discuss the importance of objectives.

Okay, today's class we're going to learn about Aing phones & there are a lot of
common phrases when it comes to Aing phones. Today we're going to learn some
of those common phrases to help u be a better speaker on the phone. Today we're
going to learn about greetings, requests, sharing inf & closing statements. So by
end of day, having learned these 4 tasks will make u a better speaker on phone
( Average)
 ● Not tied some of it to specific task, sth observable, measurable that will be
required at end of class
● spent too little time explaining importance of obj

So would anyone like to learn how to talk on the phone in E? Why/why not?
Is there anyone u would like to talk to?
What famous celebrity would u want to call? What would u say? I know it
might make me nervous to talk to a celebrity in a dif language. Well, don't worry
we're going to practice very hard so u can all A a phone in E. & u will be
learning about 4 specific things, a greeting, a request for help, a display of inf, &
a closing statement.
I will teach u some new phrases which will be on the test tomorrow. Yes, I
said it, a test. There will be a speaking test, & I will be calling u on this phone
right here. & u will A on that phone right there.I will record each call & I will be
looking for at least 1 phrase for each of 4 categories. What are categories again?
Greetings, request for, yes, help. Display of inf, & finally a closing statement.
Let's talk about each 1 by looking at page 140.( good)
● ask Q to see if stu could see value in learning …..
● Khơi gợi a response rather than just telling stu how to feel
● Discuss in detail exactly what would be expected on test

Okay everyone. Today we are going to talk about how to A phone & 4 dif
parts of a phone call. In our book we will learn about a greeting. Can anyone
give me an example of a greeting? & we'll learn about a request for help. Can
anyone give me an example of that? & yes, they usually request help & explain
what kind of help they need. Then usually the person Aing phone gives an A.
We will call this A a display of inf.
Here u are helping & giving an A. Finally, we will close the conversation. Did
u know that most phone calls have more than 1 close? In fact, the average
number of closes is 3.5. So I will be teaching u dif closes as well.( Average)
● not state obj( a test),/how assessed at end of lesson
● ask Q to check understanding
 ● give specific details
● Not discuss importance of obj

Module 3: Presenting Instruction & Modeling(at middle) (4)

Lesson 1: Presenting Instructional act: How to Talk & How to Shut Up
1/ Presenting Instruction: Making Curriculum Sticky
➤ What can teachers do to make their material sticky? Instruction should be 3
things
● Memorable: recall inf
● Usable: use inf as a vital life skill
● Durable: recall & use after a long period of time
MUD->quite sticky
➤ Avoid just saying stuff, creates a condition for stu to conduct & use knowledge
bc it does not stick in our brains.
➤ Good presenting tips on making learning sticky:
● Use teacher talk(ur ability to talk, how u talk): repeat, have clear board-work,
ask Qs, relate new inf to stu's prior knowledge. Clarify & elaborate when stu
don't understand. Use metaphors/analogies that allow for difficult concepts
to be memorable. Dif good - great teacher is amount of time spent thinking
about how u will present
● Think of classes like conversation not performance( ur ability to get stu
themselves to talk,how others talk). Stop & have stu respond, work together,
& find solutions to problems that u pose. Stu A Q, both quietly & out loud.
Anticipate problems. Telling a story from ur life to illustrate a point, have
emotional connection to it(using warm language,)
2/ 2 methods of delivery instruction, of modeling.
➤ Traditional structure: teach, model, Q
➤ Other method: Using Inductive Reasoning( quy nạp): give
ex/model 1st > ask stu to come up with rules themselves.
Model, suy luận, & elaborate. But don't do this all time
Do u have pets? I have 2 dogs. 1 of my dogs will follow me all around the
house when I'm carrying bacon. He loves bacon. another dog only follows me
when I'm carrying stinky cheese, eew. I don't know why but my other dog loves
stinky cheese.So just like my 2 dogs, a & an only stay with certain words. I want
u to see if u can figure out what words they like to hang out with.So I have
written on board here. It says what is rule & under, u see some examples. Can u
see a rule? Can u find a pattern? Let's look at this slowly & see what u think.
What does A prefer to be next too & what does an prefer to be next to. Go ahead
& discuss it with a partner.Okay, did anyone find a pattern? What is it? Vowels &
consonants. Good. What are those? Who can explain? Yes, good. But how about
university? U is a volume right so why is it A instead of an? Okay, now that we
have discussed, I want everyone to write out a rule that might explain this
grammar pattern (quy nạp)
● Have stu come up with rule themselves
● Calling a & an beasts & introducing pets is sth stu can relate to
● Anticipates stu think just about vowels & consonants > includes university
ex to help challenge stu initial ideas about what rule is

Let's talk about past tense & regular verbs. Can anyone give me a verb? Let's
look at these photos. What verbs do u see? Good. Now, a regular verb means
what? What does it do to show past tense? I jumped, u jumped, he/she jumped,
we jumped, they jumped.
Okay, great. So what's rule for simple past, a regular verb? Just add ED, that's
it, good. & most verbs are regular. They like to follow rules. Do u like to follow
rules? Yes. You're all good stu. However, there are sometimes verbs that do what
they want. They don't follow rules. Too many rules! Do u ever want to break
rules? Yes. These are bad boys of language. They don't like to behave.So who are
these bad boys? Who are these irregular verbs in past? I'm going to introduce u to
ten irregular verbs. Be, buy, go, drink, wake, drive, eat, run, speak, & teach. &
how each 1 of them breaks rules in their own way. Here's a sheet of paper that
explains what each of these irregular verbs does.( traditional)
● Good analogy, rules & bad boys> kids can relate to that.
 Okay, good morning, class. Let's come together. Last night, for ur homework I
asked u to watch 2 videos on 2 dif stu of E. I also gave u a Venn diagram that
would be 2 circles, a chart with 2 circles. In the middle is where they have
similarities, outside is where they are dif. I also asked u to write ur opinion on a
discussion thread as well. Anna, ur s' was rather impressive. I would like to invite
u to board to write ur Venn diagram on board & then explain it as well. Thank
you.
Okay, class. Let's come together again. I'd like u to get in groups of 4 &
compare & contrast ur own venn diagrams with ur groups/ur partners. & then
discuss how ur s is dif & similar to Anna's as well. All right class, great let's
come together. That was a wonderful discussion. Thank u I appreciate that, I
heard some fantastic opinions & comments. Now let's come together & have a
large group discussion. So we've learned strategies on how to learn E & would u
share ur opinion please justify ur reason for believing that 1 stu is going to be
more efficient at learning E than another.( flip)
● Flipped model classroom

Lesson 2: Modeling Language Activities

1/ Modeling Do’s & Don’ts
➤ Modeling: use clear illustrations & ex for stus. Help stu imitate
instruction by seeing/doing that instruction. But, it can limit
creative thinking, just repeating the same thing provided.
➤Tips:
● provide more than 1 model & give models later in the instruction process.
● Giữ models until after 1st attempt by stus. Give time to freely explore their
own speaking, creative freedom
2/ 3 types of modeling

Does anyone know what a haiku is? Anyone? Yes, it's a Japanese poetic form.
It's also a very good way to practice our gerunds today. A haiku has 3 lines, & in
each line there are a certain number of syllables. 1st line has 5 syllables. 2nd line
has seven syllables. & 3rd line is like 1st, it has 5 syllables. Let's read 2 haiku that
use gerunds as adjectives…..Now did u notice any gerunds used as adjectives?
Yes, let's talk about them. I will be asking u to use at least 3 adjectives. Also, did
u see a subject & an object?Good. When u write ur haiku, here are my
instructions. 1st line will have a subject & an object. 2nd line will have adjectives
& 3rd line can have anything u want.All right, let me ask u a few Qs to see what
u understand & then we'll discuss possible topics.(traditional)
● Instruct, model, & Q
● Combine language & language arts obj
● Very creative, more stimulating than just teach grammar

Hello, who is this? >> It's Justin Timberlake. >> Justin, nice to hear from u
again. What can I do for you? >> I just wanted to hear ur voice. >> Justin, that is
very nice. Is there anything else? >> Yes, I need to know ur birthday. I would
like to give u a gift. >> Justin, that is so sweet of you. My birthday is 20th of
December. >> I hope u like flowers. >> I sure do. See u later at ur next concert.
>> I will have tickets for you, like always. >> So stu, this is a dialogue between
me & my best friend, Justin. I will be inviting u to write a phone dialogue as well
between u & ur favorite celebrity. There are 3 things I want to see in ur dialogue.
I want to see an introduction, a request for inf, a display of inf, & closing
remarks. So let's go through dialogue again, so u can see this. 1st, there is an
introduction blablabla.... 2nd, a request for inf….. 3rd, a display of inf... Now let's
discuss vocab.
● begins with a model instead of giving instruction
● Shared model> gave instruction>broke down model with instruction.

Okay, so we've just got done reading a story about a woman who was unable
to learn E. So I know there are some emotions in class & I felt the same way, I
felt bad for this woman. So let's all imagine now that we have an opportunity to
communicate with her & give her some advice. So, eventually, what you're going
to be doing is writing a letter to this woman. But what I'd like u to do 1st is to get
 in groups of 3/4 & brainstorm suggestions, pieces of advice for her. Ultimately,
tonight for ur homework, u will actually write a letter to this person detailing 2/3
of pieces of advice/suggestions that u have for her. So tomorrow u will bring in a
rough draft & I will put u in groups & u will do peer review. You're going to look
at each other's letters & then give some advice as well. & I will bring in a model
of a good letter written by a stu of mine last semester so that u could look at. &
eventually, by the end of week, u will bring in a final copy of the letter with ur
suggestions to this woman.
● Not clear model, not give a model right away to avoid copying a model, then
share model later.
● Stu looking at each other’s writing & have additional modeling & support

Module 4: Guided to Independent Practice (5)

Lesson 1: Guided Practice
1/ LectureVideo 1: What is Guided Practice?
➤ Guided practice:
● Led act: ask stu to contribute through Q&A ,....allow them to both predict &
create language.
● Group directed act: low performers are given more dif roles to increases
interact & better overall performance
➤ Guided practice should be led 1st by teacher, but then done in
groups after stu have practiced together with teacher a few
times. This is called less guided practice.
2/ 3 Teachers: Guided Practice
Ok, so I just got them explaining parts of an introduction of an essay. Who can
tell me what a good introduction includes? Perfect, yes, correct. A strong
introduction for an essay needs a hook, which is sth captivating, some
background inf/explanation of ur topic, & a thesis sentence. Now, I want u to
work together with a partner & try to write an introduction for an essay on the
effects of jet lag. Look around & find a friend to work with. I'll give u 5ms to
complete this. Ok, now, who wants me to read their introduction? Okay, let's see
here. Okay, not exactly what I was looking for. Let's see, s.o else. What's wrong
with u guys? Let's try this again.
● Go directly from instruction to independent practice
● specific about what he wants stu to write about.

Okay class, so we just looked at a model of a strong body paragraph & a weak
body paragraph in an essay & discussed each of them in depth.Does anyone have
any Qs? No? Okay, so now we're going to write a body paragraph together. We've
already created our outline around the theme of describing our family, & the main
point for our 1st body paragraph is, people in my family.
So, let's write 1st sentence of our body paragraph together. 1st sentence in the
body paragraph of an essay is, yes, that's right, a topic sentence. & purpose of a
topic sentence is to, exactly, introduce the main idea of the paragraph. So, what
should our topic sentence be? How about sth like. There are 5 people in my family.
● kick off a guided practice act
● Stu finishing her sentences with inf they discussed from previous model
● doing tasks with them > on their own in groups>independent practice.

Okay, so u just looked at 2 dif models from last part of an essay. last paragraph
in an essay is called? Yes, a conclusion. 3 parts of a conclusion are called?
Exactly, transition, summary, & conclusion. U guys were really paying attention.
So now, I want u to work in groups. & together u should create & effective
conclusion paragraph for an essay about effects of jet lag. I'm going to put u in
groups of 3 & give each of u a role in a group.
One of u will be consultants & ur job is to give feedback to other stu as u write
ur conclusion paragraph. 1 of u will be describe & ur job is to write down
sentences other stu tell you. Of course u can right ur own sentences as well. last
person is spokesperson. Ur job is to read paragraph to rest of class when it's time.
I will assign each of u a role.
For 1st group, I want Ali, Sam & Michael. I want Ali to be consultant. U
always have nice things to say about ur classmates. & Sam, I want u to be
 spokesperson. It's okay to practice reading paragraph before u have to do it in
front of class. & Michael, I want u to be scribe. U have good handwriting, right?
Okay, & for 2nd group, I want……..
● organized groups by calling out stu' names & assigning each stu a role.
● put lower level stu with higher level stu & assign lower level stu roles that
are more difficult.
● less guided act after looking at models, stu work together before do
independently
Lesson 2: Independent Practice Lecture
1/ What is Independent Practice?
➤ Ordinary act: essay, test/speech.
➤ Creative act:
● perform bài phát biểu hiện thời, bài ngẩu hứng relating inf that you have
discussed, modeled & practiced. Not graded
● write plan, give 2m to plan what they want to say>take notes> give
presentations in class/small groups in 3m
● feedback by checklist
● teacher should walk around class. Check understand & stay focused, don't
get distracted.
➤ Teacher is observing. If have gaps, should go back & review
important concepts in new way
➤Independent practice can be done outside of class if needed as
homework: writing act, given a worksheet,/produce a
video/recording. teachers should analyze quality of stu' work,
but should in class
2/ Analyze 3 teachers give guided practice

So we just finished our guided practice act & now I want u to try writing
sentences using present progressive tense verbs on ur own. So I'm going to give u
this hand out with a picture of people at park. Below picture, I want u to write 5
sentences about what people in picture are doing. U have 5ms to complete this
act. After u finish writing I will ask some of u to read ur sentences to class. I will
be walking around room in case anyone has Qs"
● guided practice act>explained what to do& time. She available if stu have Q

Okay, now that we finished our guided practice, I'm going to ask u to do sth
on ur own. So, u have assignment. Please read it carefully & follow directions. I
will collect ur work in ten minutes, okay?What, u don't understand directions?
Well, read them again. U probably didn't read them carefully. U don't
understand Q 5? Well, ask Amira next to you. I'm sure she knows.
● not explain directions, just read on their own. Both reading & hearing is
better
● walking around classroom

Well, we don't have time to do our independent practice in class today, so I'm
going to ask u to do this at home. Now, don't worry, you've already modeled this
& practiced it together this week. So I think you'll have no problems what so ever
on this assignment for homework. So in front of you, u have directions to hand
out. Just write ur work on back of this paper. Now let's look at directions. I want u
to write a paragraph describing ur family members. 1st sentence of ur paragraph
should be what?
Yes, exactly, it is topic sentence, good John. After ur topic sentence, I'd like u
to write at least 4/5 sentences describing each member of ur family. Remember,
we talked about height & hair color today, so try to use some of these words we
practiced. Please bring this back to class tomorrow for a homework grade.
>> 1st of all, I'd like to thank u everyone for ur hard work on their homework
assignment. It seems like some of u really tried hard, unfortunately many people
got confused with some of vocab words in ur homework. So before we get to
what I had planned for today, I'm going to take next 10 minutes of class to review
with u those vocab words.
If u still have problems with vocab, please come talk to me after class.
● Use independent practice as homework. But some stu forget to do/rush so
they could play games after.
 ● prompting stu with just a little extra guided practice when issues with vocab.
He stopped everything to review, focus on what is important

Module 5: Assessments
Lesson 1: Alignment
1/ Back to Beginning: obj
➤ Obj, act, & assessments pointing in same direction. Means act designed to
achieve obj. & assessments measure whether/not achieved those obj
➤ Clear obj describe what, when, & how stu will complete a task & use action
words (measurable) & describe results u expect to help u choose appropriate
lesson act & know what ur assessment items should measure.
➤ In lesson planning, maybe obj, act, & assessments in same direction, but not
pointing in direction u really want to go. Bc teacher not begin with end in
mind.
➤ In language teaching, have fun act, & make obj, assessments
match. stu fun & maybe learn some E, but they may not tiến
bộ. Thus, when designing instruction & planning lessons,
should begin with ur obj. Figure out what big picture is & then
break it down into smaller units.
➤ Obj guide in designing ur assessments. Write clear obj words: identify, state,
demonstrate, & create to assess through quizzes, projects.
2/Assessing Knowledge vs. Memory, & then Beyond
➤ Types of learning: Memory & knowledge.
● Memory: learning comes from memorization. Ex, memorize vocab,
grammar, formulas. U can assess by asking stu to recall items. If obj is
define vocab > give quiz about match list of words & definitions,/own write
down definition. It’s short term so need practice, repeat
● Knowledge: memorize + apply.
➤ Use authentic performance-based assessments to measure stu's knowledge
learning
● 1st, it needs to be authentic. Situations stu are placed in during assessment is
similar in real world.
 ● 2nd, require a constructed response & not be simple multiple choice/yes no
Q, create sth using what they learned like synthesize inf, analyze details,
evaluate ideas & create a product.
● 3rd, involve higher order thinking skills. Requiring stu to analyze inf,
evaluate ideas, & create a response. Use portfolio assessment( collection of
stu’s work to track progress over time. Have stu select which included in
portfolio to motivate
➤ if purpose is grammar translation/reading > memory obj. if
purpose is communicate > obj include knowledge learning &
less memory learning
Lesson 2: Putting Assessment into Practice
1/ Assessment Ideas to Make Ur Life Easier
➤ Discuss assessment ideas that will make teacher easier in long
run, it take more work initially to set up, before easy.
➤ Types of assessment:
● Summative assessments: included stud's grade, to make decisions/judgments
with some benefit/perk. Ex, proceed to next level based on stu's grade in
previous course
● Formative assessment: give feedback & find gaps/determine how to proceed
with their instruction.Independent practice is formative assessment. Not
everything graded.
Ex: give homework > discussion in class next day. Paying attention about
who, what, what not mentioned. Thus, it becomes formative assessment,
through my instruction
● Create quiz as a way taking attendance. see results to see which points I need
to bring up again, but not enter grade into grade book.
Both types need clear rubric, use for grading an assignment. arranged into a
matrix, with grading categories down 1 side of matrix, & grading levels
across top. Can model rubric by using stu’s work as example
● Have peer review/peer assessment./ask to work together to create quiz Q
about what u are currently studying(guided practice), & then create Q
independently as both independent practice & formative assessment
Create list of error codes for stu when providing feedback on writing
 assignments. Ex: grammar error -> “gr”
Use technology to assess

2/ Analyze teacher's Assessment

Okay class, we've just read 1st 3 chapters of Huckleberry Finn by Samuel
Clemens, also known as Mark Twain, & I've briefly lectured on ideas of
character, setting, & plot. So, my goal in teaching u these things was for u to be
able to analyze story by looking at these parts. Now, I'm going to ask u to get in
groups of 3. You're going to spend some time talking about characters we've
read from Huckleberry Finn in ur groups. Specifically, I want u to focus on 3 Qs
that I've written on board. Who are main characters & supporting characters of
story? What is setting of story, & has it changed? & what events have happened
in story? Once you've Aed these 3 Qs in ur groups, I'll ask u to come up to board
& share ur As with class. Each person will have to A 1 of 3 Qs. Do u
understand? Any Qs? Okay, go.( to be continued)
● Authentic performance based assessment: Ask to retell a story that they
have already read. Use concepts of characters, setting, & plot to transfer to
other stories they might read
● formative assessment: stud discuss with classmates, feedback to each other
& responses Q > presentation
● Assessment aligned obj:stu just learned about character, setting, & plot >
show that they have learned by presenting

Excellent, thank u for those fantastic presentations for ur homework tonight. I

want u to think about ur favorite character from Huckleberry Finn, & describe
that character. You'll write 3 paragraphs. 1st will describe what character looks
like. 2nd paragraph should describe personality of character. & last paragraph
should talk about any events in story that are important for ur character. Make
sure to explain why u think those events are important & how they affected ur
character/his personality. In homework section of ur class website, I've included
rubric, I will use to grade ur assignment. It is same rubric that we used last week,
but I've changed a few things to match this assignment. So, pay attention to that.
For example, last week, I didn't really pay attention to ur grammar/spelling, but I
have added that to rubric for this assignment. I also included on website some
models for u to see & get some ideas. Remember u can't copy those exactly, but u
can use those models to help u understand what I want u do & expect you. Make
sure to email me if u have any Qs.
● Authentic assessment: moves from group to individual
● Authentic reading assignment: use clear rubric & providing models

All right stu, listen up. We've already talked about persuasion & what type of
language u could use to present ur reasons effectively to others. & u have done
several 2m role plays in class. Well, tomorrow's test. Aren't u excited? For ur test
I will assign u a partner & u will do a roleplay in front of class. Ur role play has
to be at least 5ms long,and must use all of dif phrases I gave u in class. You'll
have about terms to prepare ur role play. & then I will choose 1 group at random
to go 1st. Any Qs?
● Assessment not aligned what already done in class. They did 2m role play
before, now 5m. Better 2m to 3m. No
● Not authentic assessment: stud required use all phrases > must invent
situations instead use real world situations

Good morning, class. I hope you've been working on memorizing vocab lists I
gave u last week, bc tomorrow we will have a test. U will need to know spelling
of each word & definitions as they are in dictionary. test will have 2 types of Qs.
In 1st type, I give u word & ask u to write down definition from memory. In 2nd
type of Q, I will give u definition, & u will have to write down word spelled
correctly. Do u have any Qs?
● Assessment aligned obj: gave words & definitions, then task recall spelling
● Obj, act, & assessments aligned, but pointed in wrong direction overall. Obj
not important, not help stu use words when speaking/writing
 COURSE 5: SECOND LANGUAGE READING,
WRITING, GRAMMAR
Module 1: Overcoming Reading Difficulties
➤3 kinds of readers:
● Type 1. lacks inf, knowledge, understanding, ability to process inf, mean he's
dumb. He ignorant of reading, but not lazy, not uncommitted. He is in fact a
delightfully willing stu
● Type 2. not lacks knowledge. He lacks movement, physical skill. Reading
need interact with others
● Type 3. uninterested, un-engaged,lazy reading
Lesson 1: Type 1: Ignorance> Enhanced in4
1/ 5 kinds of knowledge that stu k & Tips:
➤ Automatic Recognition Skills: not know recognize & how to
decode letters & sounds to make words bc it has dif alphabet
in their 1st language. There are dif rules that apply./try to
figure out how to read, & may not read well in their own
language
>>> Learn phonics rules, method of teaching stus to read by connecting sounds
with letters/groups of letters.
"C" Rule. Hard c in cat, is dif than soft c in city.
"G" rule. hard g from gate, is dif from soft g in gem.
VC Rule: Short vowel sound is usually followed by a consonant, digraph,/blend.
For example, bat, bath & bask.
VV Rule. When 2 vowels are together, usually 1st vowel is long & 2nd vowel is
silent. For example fee, boat & seat.
VCe rule. 1 syllable words that end with a consonant & -e has a long vowel
sound. e is silent. For example, nice, plate & vote.
CV rule. Use long vowel sound when there is only 1 vowel in a word/syllable.
For example, he, go, & my.
"R" Rule. R changes vowels before them. For example, cat become car, feat
becomes fear, & cape becomes care.
 Focus on sound can boring, get stu think language connected to culture
➤ Lack vocab & Structural Knowledge: Not able to read bc not yet
know what words mean. Teaching vocab rather than teaching
phonics.
>>> teach identify vocab, simple sentence structure, nouns, verb, adverbs,
particles. teach ways to make similar sounds in E more useful than phonics
➤Discourse & Knowledge of Genres.
>>> help stu know recipe for letter, & how that dif from recipe for an essay/a
text message. Give stu outline of essays & formal writing. Help stu predict
what will happen next
➤ World Knowledge: more they know about world, greater their
capacity at prediction. Good readers are good at making
predictions,have greater ability to focus on meaning instead of
sound.
>>> Encourage to practice skill of predicting by use semantic cues to help
them out. clue has sth to do with meaning, & be derived from an understanding
of word's relationships to outside world
➤Reading Strategies: Understanding a text may mean that stu
have to reread, scan for inf, look up words in dictionary, ask Q
to neighbor, compare inf from story with inf elsewhere, & form
opinions & think critically about truthfulness of what they read.
Lesson 2: Type 2: Isolation > Increase Involvement
➤ not connect reading with active strategies, movement & need
to actually engage a text. Stu need to see reading as
interactive & should be engaged not only with a text but with
others around them
1/ Tips: Meet Isolation with Involvement
➤ Teacher can think about dividing act into 3 parts: pre-reading,
reading, & post reading act. So, it can be enhanced by teacher
& class throughout process.
➤ Pre-reading:
● Have u ever Q about himself & his position on things, connected prior
 knowledge & opinions to text. Provided background inf about theme,/author,
vocab, personal stories, & even pictures to increase interest & motivation.
Make text more relevant, current,/fresh.
● Involve vocab, tell personal story that is similar to reading./showing pictures
of author/reading to create support & interest fo reader.
● As stu read, make reading come alive by invite stu to look for certain key
facts, take notes/highlight interesting sections to share later in class. Asking
stu to predict, Stop after certain points to meet with a partner & discuss
reading/predict what might happen next. For groups that need a lot support, u
read aloud/reading circle: choral reading, small group, leader & response,
male & female, turn taking, filling in missing word & so forth.
● Pausing, asking Q, inviting stu to predict/share opinions.
➤ Reading: include taking notes, highlighting, stopping to discuss with neighbor
& inviting stu to read in groups. To involve stu, invite stu to a
read-aloud/reading circle & help stu break down inf. Schema building help stu
predict well > read well. Schemata is a packet of knowledge to know what u
are reading. Ex: focus on geography, politics, occupations, & customs. Each of
these topics, open up dif ideas & concepts to dif stu, invites them to predict
what is meant by customs, food, music, dance. Use previously build schemata
& introduce stu to new schemata.
➤ Post reading: reading is done, u aren't done. invited to evaluate, give opinions,
& demonstrate their understanding of material. Advise stu to summarize,
create, compare, & more in order to get stu to critically respond to text. Ask
apply, synthesize, & evaluate a reading to assess comprehend & recall. Ex:
evaluate in groups, & get ideas that might help him with final act. Use
powerful words: Do, choose, transfer, A, condense, extend, duplicate, model &
converse.
Lesson 3: Type 3: Apathy > Intrigue
➤Represents most modern teenage, have particular interests, not
love reading, called unengaged stu
1/ Tips
➤ Immediacy( themselves)
● Use a student's own story & context familiar in readings u present.
 ● Use technique called language experience approach. By listens to stu talk,
writes down their experiences. Stu love to hear about themselves. Constructs
a story about stu that reinforce phonics, punctuation, syntax, & vocab. stu are
familiar with story, E becomes easier to comprehend
➤ Autonomy (Others like them)
● Allow stu freedom to choose material they might be interested in by provide
lists & give suggestions to explore on their own & find items of high interest.
Find out material best suit stu's hobbies, interests & background. Give them
some autonomy over their reading is just thing
➤ Future authenticity ( larger world around them)
● Use real items: travel brochures, menus, maps, give inf real that can speak to
real future situations. Ex, script about restaurant, movie, TV, planning a trip
around a reading

Module 2: Reading Strategies of 2 triết lý of language instruction

Lesson 1: Extensive Reading
1/ Opinion 1: goal of reading is pleasure
➤ people like reading inf that they want to find, go exploring, stu need to read for
pleasure, give them dif choices in books & by creating opportunities for them
to share their learning in class.
➤ Provide library. Ask stu Q about there interests, where stu want
to go, & what adventures I can take them on. I read 1st
chapter of novels I love, get them hooked, invite them to
finish. Evaluate who choose to read whatever they want by
share their adventures with me using book reports, reading
logs, picture books, & outlines, do character maps & skits,
discussions & debates. They can bring objects to class that
relate to book, & give a presentation about what they learned
& loved about book.
2/ Extensive Reading Techniques
➤ Extensive reading has 2 purposes: help stus enjoy reading & to
give stus a healthy amount of exposure.
 ➤ Techniques to create extensive reading environment:
> Newspaper Corners: Provide newspaper as homework. Stu are allowed to
choose whichever article they want to read & study
> Invite share insights, report,summarize/paraphrase their findings in
partners/groups.
● Reading Zones: Setting up a reading zone as comfortable place where stu
can read. Dif from a library. it should bean bag chairs, comfortable couches
& walls littered with books, colorful posters, & even competition charts
● Reading Logs: Giving stu a goal other than reading comprehension can shift
their focus away from precision & towards sth a bit more relaxing &
exciting.
● Evaluative Exercises: assess by use book reports (discuss main ideas, explore
favorite character, setting, historical background), outlines (create outlines
for newspaper articles/for professional writing such as description, narration,
exposition, & argumentative essays), & presentations (avoid stu copy)
Lesson 2: Intensive Reading
1/ Opinion 2: goal of reading is understanding
➤ Understanding leads to enjoyment & feeling of success. So not
quick speed. Spend time to know struggling stu who sit there
quietly while other stu have discussions, share presentations,
give reports.
● Break things down. Ask pay attention to transition words, prefixes, suffixes,
to notice major ideas & minor ideas. Scramble a paragraph & have them
reassemble it. Teach them to pay attention to folded text, to look up words in
a dictionary, to predict by noticing pictures, I do reading puzzles, reading
comprehension Q, read together to help each other. I invite them to rank dif
ideas & place them on board.
➤ More stu centered method. Spend more time with stu in small
act, in individual readings, & helping them to understand how
to read. Stu centered doesn't mean teacher goes away> dc
helped along way
2/ Intensive Reading Techniques
➤ Engage in slow deliberate reading of small amount of dif text.
 ➤ Language learning principals of introducing stus to difficult
texts:
● scaffolding (break down difficult inf as guide/bridge)
● i + 1: give inf just beyond stu's reach, stus want approach difficult texts >
intensive reading skills may be a way to accomplish this. Love of reading
comes after read sth difficult & meaningful with teacher
➤ Techniques to break down difficult readings:
● Discussions of parts of speech: point out parts of speech, have them look at
objects, subjects, & verbs. Ask to identify all adjectives,
adverbs,/prepositional phrases. Demonstrate a passage have active/passive
phrases. Means helping focus to language itself, how language works.
● Extensive focus meaning, story line, main ideas > Intensive: details of
language.
● Morphology: attend to parts of words themselves, prefixes, suffixes. Bound
& unbound morphemes all carry meaning. Give strategies to identify &
understand those meanings, Ex guess suffix means, in words like farmer,
baker, & teacher
● Jigsaw: Divides into 4 groups. A, B, C, & D. A reads part A > change
member from A, B, C, & D all sit down together > report inf to new
members > A Q
● Fill in blank Ex: Stu listen to audio clip, popular song, conversation> fill in
blank
➤So who is right? proficiency create passion/passion lead to
proficiency. Language like a camera with a zoom lens & a wide
angle lens, so need to do both. Zoom in on details & break
down language as an intensive language coach,/zoom out &
allow stu to gain fluency & understanding by giving them large
amounts of texts to consume & enjoy

Module 3: Overcoming Writing Difficulties

Lesson 1: Less Proficient Writers
1/ Process Writing: Leaving Breadcrumbs
 ➤ Reasons stu feel overwhelmed:
● 1 they have no ideas
● 2 fear not meet teacher's expectations,
● 3 fear their ideas are terrible.
➤ Help stu know writing is process rather than a product. Not
done in 1 step. 3 stages of writing process: pre-writing, writing
& post writing act
● (1) Get stu talking, reading & thinking about topic. Avoid simply gave a
writing assignment to stu. Should pique their interest > make them want to
write about sth. link to prior, background inf
● (2) Writing Assignments & Rubrics: set clear boundaries & rule, Ex: double
spaced, handwritten, typed, font size, vocab, transitional phrases, sentence
structures/grammatical elements, giving some stu ex, models
● (3) Write & Discuss: share their writing. This called peer review. Make
group to collaborate, ask Q, & revise their own thinking. There challenge is
stu not want foolish/appear ridiculous. In 1st course, principles of language
learning is risk taking & looking foolish > show stu feedback I received on
my own work, they recognize a singular truth in writing.
Lesson 2: Strategies for Less Proficient Writers
1/ Allowing Revision & Avoiding Appropriation
Tips to help ur stu in smoothing process.
➤ Go global 1st: changes in org, order, & in ideas themselves.
Avoid focus grammatical items, forget thoughts & ideas. Don't
fix grammar until stu have strong org, body paragraphs, &
coherent ideas. Invite stu add evidence/support by giving
ex/elaborate on a point that they have made. Sometime,
express their ideas in dif way like write orally with
you/classmates
➤ Avoid impose own ideas onto stu writing. Let stu's own
creativity & thinking, provide more than 1 model , provide
models after stu completed a 1st draft
➤ Don't let stu just sit, đb less proficient stu. Get them talking about ideas & how
 they would organize them. Get them reviewing each other's writing &
providing feedback. Should positive & begin by pointing out what they have
done well & offering suggestions for improvement. Avoid rewrite ur self >
point out & ask them to rewrite incorrect

Module 4: Writing Techniques

Lesson 1: Writing Strategies
1/ Strategies of teaching writing during pre-writing stage
Strategies use in every stage of writing process.
➤ When stu have no idea
> allow time to brainstorm during pre-writing stage so they can explore many
dif possibilities
➤ After have idea, they didn't know how to effectively organize
ideas
● Use 6 traits to guide them which provide a road map by breaking down
process & focus on 1 concept than do everything once.
● Voice: reader want connects with author through writing to read more
interested. Each writer have own voice, own way of connecting with readers.
When writing, stu should consider voice to determine which ideas to share &
how to organize it clear, & cohesive. Voice is hardest things to teach but
essential to convincing writer.
● Word Choice
● Sentence Fluency
● Conventions : use correct punctuation, formatting & spelling
● Ideas
● Org: allow time to explore their own in pre-writing stage. focus on meaning
before writing, grammar & conventions, on details.
➤ Teachers focus on meaning 1st, conventions later. we can
apply to 6 traits to each stage of writing process: pre -writing -
post.
● Pre: stu should focus on their ideas, org & their voice( purpose & audience in
mind). & use strong language & ideas
 ● Writing : After have ideas, org & voice in mind > focus on their vocab/word
choice & their sentence fluency
● Post : focus on conventions: correct punctuation, formatting & spelling.
➤ Importance of modelling, guided practice, & independent
practice with whatever strategy u employ. if use outlining as a
strategy > model outlining, provide guided practice, make
outline on their own.
➤ Stu struggles about choosing a topic > Prewriting strategy for
teacher to unlock ideas in their own minds
● good writing is good reading: stu don't have enough knowledge > suggest
reading, research on Internet,library, interviewing experts, classmate, a
family, teacher, build up their schemata
● Good writing is good thinking: stu need pull those ideas out of their head &
narrow them. Stu don't know how/where to even begin> Brain storm think &
write their thoughts down on paper freely without thought of org: definitions,
descriptions, comparisons, in form of essays, newspaper articles,
instructional texts
● Good writing is good speaking: occur before / after brainstorming/free
writing act. Share their ideas/my idea with others > switch
➤ Already had ideas, but struggle to organize thoughts. Use more
than 1 method at same time for same act:
● Outline: list of ideas grouped together, just notes, not sentences
● Mind map: main idea in center, related words around it, not detail as
outlines, help writers see how their ideas fit together overall.
● Block paragraphs: stu write topic of each sub section at top. Under each
subsection, notes ideas. Each subtopic is on a dif page to help keep ideas
ordered & easy to move around, if writer wants to change order.

Module 5: Teaching grammar

Lesson 1: Integrating Grammar into a reading/writing class.
1/ Noticing Grammar Problems
Instead teaching grammar separately, u can integrate grammar into a reading &
writing lesson to make stu feel more comfortable Having stus notice grammar forms
is important, to get stus to use grammar accurately. 2 initial tips for helping notice &
focus on grammar.
➤ 1st, Teacher must notice 2 things.
● Individual grammatical errors, Each stu has dif problems( some passive
voice, others conjugating verbs). not mean they aren't smart, just not paying
attention to right items> help stu recognize their key thiếu sót, clear path for
them so that they can communicate their message & achieve their goals.
● Group errors that ur stu make. Stu have similar problems, stu also at same
level like trends & tendencies, so need integrating grammar instruction
Lesson 2: Focusing on What's Important
➤ Stud tend not see their mistakes, teacher notice usual
grammar mistakes by spend time correct those errors.
Besides, guide stu to aware their own errors by input
enhancement. Then make struggle items are more clear, more
salient, more, more noticeable.
● If stu struggle with grammatical principle > having stu bolding,
underlining,/italicizing examples those in their textbooks as they are reading,
then u give instructions, time to practice it
● Give stu feedback on writing assignments that feature specific grammatical
items that they need to start noticing.
● Create lesson plans on specific grammatical items
● Repeat back an incorrect item & asking recast
● Enhance input & even correction, should point out lợi ích
● readings & writing models include enhance input
● teachers tend fall into a trap is not use stu centered approach. But used book
approach, & followed all rules in book. Not fully focus teaching grammar
rules > look full context of situation.
● Teacher can't force stu to notice> create multiple opportunities to see
grammatical forms that might be tricky for them. Give stu time to work on &
practice these forms.
● Point out mistakes & difficult grammatical structures,should praise both
effort & progress.
 COURSE 5: SECOND LANGUAGE LISTENING,
SPEAKING, & PRONUNCIATION
Module 1: Basic Principles of Listening
Lesson 1: Basic Principles of TESOL Listening
1/ What Makes stu see Listening Hard?
9 principles of listening to know what stu go through when learning a
language.
➤ 4 Reduce language
● Blending : reduce sound of words run together. (U have got to want it →
u gotta want to
● Morphology: reduce level of word parts (will not --> won't)
● Pragmatic reduce already understood inf (daddy I would very much
enjoy reading a book why do u snuggle me, we must find my favorite
blanket → daddy read, snuggle, where's blanky?
● Ellipses: reduce entire phrase in middle of 2 thoughts & have stu add based
on context(next week...for sure, reductions...complicated)
➤3 Add complexity
● Paralinguistics : everything outside of what we normally think of as
language: unusual accent, stress & tone, volume & speed, gestures
● Performance variables: when speaking live, make mistakes & have to repair,
so u go back/apologize. use repairs word like my gosh! I'm so sorry, I mean,
what I meant to say was./use fillers like ohm, well, I was thinking,/nói lại
câu trc
● Dif types of oral of monologues, dialogues, & lectures, Stu don't know
unspoken rules. Ex: bài giảng for lecture, listener required to take notes & A
Q at end of lecture. In transactional dialogue, listeners request inf & gather
correct inf. Interactional dialogue requires both parties to share ideas &
opinions in turn.
➤2 Use uncommon word
 ● Slang
● Regionalisms : use slang just common in particular city/country ( I done it
yesterday, acceptable in British Isles, not elsewhere)
Lesson 2: Challenges for Listening Teachers
1/ What Makes teachers challenge in listening & speaking environment.
● Focus on short-term goals like having memorize definitions, rules,/vocab,
then test. Not let stu practice
● Show preferential treatment, It difficult to let everyone's voice be heard, so
just simply listen to voices u prefer
● Not balance between instruction & stu participation. Not let stu speak,/ask Q,
learn passively
● Speak too fast, too low, too slow, use reduced forms, idiomatic expressions,
regionalisms, slang
● Don't know how to assess stu on listening without simply using multiple
choice & true/false Qs. Much like game show
● How to deal with silence in a listening speaking classroom when stu
collaborate/speaking up as u hoped in lesson plan

Module 2: Listening Strategies

Lesson 1: Listening Strategies
1/ What Makes Listening Easy for stu
➤ Requests for clarification & elaboration, waiting to respond &
taking mental notes, focusing ur attention through repeat
viewings, watching online talks/television shows, & using
Cornell notes ( write all idea in left, after lecture stu write key
point in right, summary in bottom
2/ Listening Strategies for teacher
➤ Strategy in past course that keep stu engaged in lesson
● use visual cues
● body language
● warm language
➤ In 4th course say that make language features more salient by
 enhance input, by bolding, underlining. Ex: stop audio, ask stu
what word they heard,/writing keywords from audio on board,
& having stu listen them./using ur own voice & emphasize
words
➤ Use visual cue cards to identify difficult vocab
➤ Provide contextual clues & inf, break things down, ask them Q,
invite them to ask Q+
➤ Combine top-down processes & bottom-up processes
● Use top-down has mixed results. Use only bottom-up have rather mixed
results
● bottom-up process, u say pay attention to speaker's particular feature, details,
gestures, tone, attitude called intensive listening
● top-down process, more extensive, listening for big picture ideas & overall
meaning, connecting these new ideas to previous knowledge. Ex: U say
what's this story all about? Why did author write this story/this article? How
is this article similar to other articles u have listened to?
● Should keep ur stu' needs in mind to choose a variety of pre-listening,
listening, & post-listening act
➤ Listen multiple time

Module 3: Basic Principles of Speaking

Lesson 1: Basic Principles of TESOL Speaking
What Makes Speaking Hard for stu
➤ 9 past concepts + 9 more makes speaking hard
➤ Concept that limit interaction in a classroom
● classroom size: stu talk time is short
● 5h problem: 5h a week, not provide stu with enough exposure to language
➤ Concept influence on how stu feel & behave.
● affective factors: emotions influence ability to speak like not eating lunch,
having a fight, forgetting study/not knowing how to pronounce word.
● interlocutor effects ( hiệu ứng đối thoại): who u are speaking with can affect
how u speak. some people can make u more nervous, relaxed,
 formal/informal.
● interaction affect: some teacher made u more willing to talk,/less willing to
talk,/lost thought bc s.o said sth right in middle of ur thought. So not only
pay attention to ur thinking, but what they're thinking as well
➤ Concept confuse stus bc of dif rules & expectations
● Imitative speaking : asked to look at grammatical structures & pronunciation
more than truly communicate.
● Intensive speaking: require stu produce short segments of language that
demonstrates grammatical, lexical/phonological accuracy
● Responsive speaking
● Interactive speaking
Lesson 2: Challenges for Speaking Teachers
➤ teacher feel that a class is interactive when it really isn't?
● stu may speak in their native language
● When stu talk in groups, not talk on given topic
● Some stu monopolize teacher's time, limiting amount of time others can
speak.
Should go around class & see what kind of talking is occurring.
➤ Avoid focused on imitative speech, assessment, stu's ability to
memorize & recite facts
● Should challenged by asking Q to stimulate critical thinking about material
& make connections between these principles & how they apply to practical.
Should evoke a warm inviting atmosphere so they feel connected to their
classmates & motivated to speak during class.

Module 4: Speaking Strategies

Lesson 1: Speaking Strategies
1/ What Makes Speaking Easy
Context is definitely a key in choosing strategies.
➤ When have presentation, some words u difficult to pronounce.
● Practice ur speech in front of a mirror.
● Invite people listen then feedback.
 ● List all difficult words & practice them in isolation.
● Record ur self & watch ur own performance.
➤ Perform a dialogue, U need to memorize 3 topic script
● Create a mind palace.
● Memorize dialogue by ur self through practice, practice, practice.
● Don't memorize, just practice some simple phrases & improvise later.
➤ go out to dinner with a native language speaker, do small talk
& speak on a variety of topics
● Write a pretend conversation in ur native language
● Think about what u want to say & look for vocab in dictionary.
● Find a partner who will role play
● Look over small talk conversations on web
2/ Speaking Strategies for Learners
➤ Strategies based on context. Ur purpose guides ur selection.
Some stu purpose is to not look dumb, to avoid embarrassing
situations. It called form stu. Some just focus on what they
have to say, called meaning stu. 2 kinds have dif goals.
➤ Techniques that dif stu agree on, can employ regardless of
personality/learning style
● Preparation & practice: form stu should write several drafts of a speech &
check for grammar mistakes & practice pronunciation Meaning stu should
write drafts & practice, focus what ideas appropriate
● Can do both, write scripts, go over them often, look for mistakes in both
meaning & form. I'll change some of my ideas. I edit myself, print out script,
find a quiet room, read out loud
● Imagery & physical response: use visual cues to remember names/words by
put a face to a name, a picture to a word & an image to a topic./use hands to
great effect, physical response, visual sketchpad, auditory channel. Ex:
MUD, “My very elderly mother just sat upon new paint” to remember order
of planets. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune,
Pluto
● Use Others, talk with friend: creates enough risk & pressure for stu to focus
carefully, it creates energy & desire, even fear to do well to pay attention to
 performing well. It allows to receive critical feedback that can help stus
negotiate meeting
2/ Speaking strategy to stu feel comfortable & speak up
➤ Concept of language ego: S.o seem dif when u have to speak a
dif language ( nicer person, more polite, more pliable) bc feel
uncertain, have to check grammar,... So help stu relax & find
their identity. Stu have new identities, own views & own voice
in a dif language. So, Strategies to help stu express their new
identities, motivate them to be comfortable
● Asking Q: about preferences, hobbies, likes & dislikes, world around,
interest in society, pop culture, & new cultures. Ex: are grades really
important? Would u be a better/a worse person without ur family? Q only
have 1 A, but then, with cryptical thought, are not so simple. Allow stu
uncover more layers of meaning, & thought
● Authentic language: Language based on a real life Q looking for a real life A
● Accommodate an environment : change walls, furniture, poster
● Giving feedback: nice not means bỏ qua errors. Give feedback & correct stu
to see u wants & make them to do better, they will perform better for u as a
result.
● Impossible Tasks : Sometimes have stu do difficult projects like memorize
15m speeches./project takes a week to complete. I told them it was
impossible & only very few were able to accomplish such a great task. I
challenge them to do it, I made them imagine themselves doing sth hard & I
told them, that it would be unbelievable experience if they can do it. I invited
director of school to watch their performance & that further motivated them.
I invited more advanced stus to come watch their performance & that further
motivated them.

Module 5: Teaching Pronunciation

Lesson 1: Principles of Pronunciation
1/ Barriers to Pronunciation
● accent, Para-linguistics, regionalisms, reductions
 ● 1st language
● age
● innate phonetic ability
● language ego
● sound, intonation, stress, tone
● reduce word
● accent may define how other people perceive you. Some have prestige
accents that carries some sort of message.
➤ Q that teachers consider when deciding how to teach
pronunciation?
● What factors might affect my stu' pronunciation in E?
● Is our goal as language teachers to remove accent from 1st language
entirely/to improve intelligibility?
● Are pronunciation & identity connected?
Lesson 2: Independent Practice
1/ What Makes Pronunciation Easy
➤ shows where their sounds are produced in mouth & how E dif,
use phonemic chart/vowel chart to monitoring own language
➤ Teacher not ignores/corrects all mistakes. Choose which errors
to address & which errors to ignore base on context, & by
understanding concept of global & local errors
● When imitate speech, more willing to correct errors
● interactive speech, wait to correct errors until they are done speaking.
● Global error changes meaning of sentence, so correct it rather quickly to stu
communicate idea còn lại. But stu should see u as a helper & support, not
interrupter & a threat
● Local errors not interfere with meaning correct after they finished/not at all.
2/ Techniques for teaching pronunciation to entire class
➤ Approach from what stu struggle with most, develop lessons by
method Compare, identity, & produce:
● 1st Have them work on minimal pairs like red-wed, rake-wake.
● Put that sound into sentences/dialogs, then decide which sound they heard.
● 3rd use tongue twisters, dialog, conversation to practice
 ➤ Teach about connected & reduced speech
● basic dif between written & spoken language. Teach Why are bough, though,
enough, & through pronounced dif if they have same ending?
3/ Techniques for teaching pronunciation on spot for individual stu
➤ Spot Correction to not shame stu with global error
● repeat , compare, minimal pair, stu make correction with you./use phonemic
chart
● incorrect stress, say Bum,bum,bum,bum to focus on stress itself
➤ Monitoring: Recognize own mistakes & how to correct it by 3
techniques:
● Focus on things already learned: give stu list of words> they pronounce >
yes,-correct, no- incorrectly. Can use by group act
● Focus on things not yet learned: ask stu to rate their satisfaction of their
pronunciation performance./list which sounds they produced well/ not.
● Focus on gap between way stus want to pronounce sth & way they actually
pronounce it: record, compare, make own speech more closely match

Module 1: Overcoming Your Fears of Using Technology

Lesson 2: Technology Alignment
1/ 3 Tips for Using Technology: Alignment Matters
➤ Curriculum & technology must be aligned.
● Know what ur obj are & then choose a technology that fits those obj
➤ Control technology/it will control you.
● Avoid give too much freedom, choices without clear teacher guidelines.
They start losing interest/find their own interests.Create clear guidelines for
stu so they don’t create own guidelines choose with whatever they want
● Ex: give Internet time, mobile phone time, list of websites, then ignore what
stus choose & do. “Technology is not a babysitter”
➤ Balance happiness when u are outcomes driven.
● Have strong idea of what u want stus to achieve.
 ● Find technology to support what u teach after u have decided on ur obj
● Look at ur tests, obj & outcomes, then choose appropriate technology to
reach those outcomes.

Module 2: Enhancing Lesson Planning Using Technology

Lesson 1: Making Technology Work for You: Digital Teaching Assistant
1/ Technology Tool: Learning Management Systems
➤ App: Blackboard, Moodle, Google Classroom & Schoology
➤ 9 categories of technology as they relate to teaching.
● (1) Word processing applications: Google Docs & Microsoft Word.
● (2) organizing & brainstorming software: Webspiration, Inspiration, SMART
Tools to help to visually organize & display inf like clusters, brainstorms,
Venn diagrams, make inf look really cool, colorful & visual inf we are trying
to share.
● (3) data collection & analysis: Google Forms & SurveyMonkey, bỏ phiếu
software Poll Everywhere, classroom clickers. Use anywhere in lesson plan.
● (4) communication & collaboration software: Skype, FaceTime,
TypeWith.Me, Fb, Twitter, discussion boards, live chats, email.
● (5) instructional media: BrainPOP, Discovery Education Streaming, Khan
Academy, TEDx, TED Talks
● (6) multimedia creation: combine videos, text, pictures, drawing, & graphs
into a final product like PPt presentation, Prezi, Keynote, VoiceThread,
iMovie, blogs, & vlogs.
● (7) instructional interactives: play games/interact with instruction like
MathBoard, Voxie, ECentral, & Duolingo
● (8) database & reference resources: Online dic, encyclopedias, &
thesauruses, Wikipedia, Wolfram Alpha & Gapminder. RubiStar has rubrics
of all kinds
● (9) kinesthetic technology: Nintendo Wii, Xbox Kinect, GPS.
Lesson 2: Enhancing Lesson Planning
2/ Choosing Right Technology Tools
➤Lesson plan:
 ● (1) Stimulate background inf: warm-up/attention-getter, what stu know &
introduce new topic
● (2) Organize & manage inf: inform obj.
● (3) Giving instruction: present new inf in scaffolded format
● (4) practice & collaboration: guided to independent tasks
● (5) Produce & demonstrate proficiency: demonstrate their skills &
understanding
● (6) Assessment & feedback: evaluate stu ability according to obj & provide
feedback

(1) (2) (3) (4) (5) (6) (7) (8) (9)

(1) pictures & ask videos PPt discuss

graphic Q facts
(2) share post obj send email
full at night reminder
obj trc
(3) All

(4) write
&
share
(5)

(6) feedba
ck

Module 3: Engaging stu Using Technology

Lesson 1: Digital Nativity
➤ Unfamiliar: lack knowledge & fear of technology
● pair stu according to skill level
● give tutorials
 ● provide model, guided act
➤ Too familiar
● Limit distractions: removing devices, classroom rules, open class discussion
● Set clear boundaries for stu: give stu 25m not focus on anything else, until
they hear that sound
➤ Use technology incorrectly, try complete assignment quickly
without following ur given guidelines
● Slow down
● go over portions of assignment sheet during act to make sure they're on task.

Module 4: Transforming Classroom Using Technology

Lesson 1: TPACK
➤ There are 2 concepts teachers need to consider when
integrating technology into classroom: TPACK & SAMR
➤ It is essentially combination of several types of
knowledge,/understanding about content, teaching, &
technology.

Technological Pedagogical
Content Knowledge
Technological
Knowledge (TPACK)

Pedagogical
Knowledge Content
Knowledge

● Content knowledge: Know what to teach. How used in real world,how dif
theorists. Understand how a person goes about learning about these various
concepts, & what inf is important enough to teach to their stu.
● Pedagogical knowledge: Know how to teach, managing classroom, dealing
with stu, aligning teaching to lesson obj, effective assessment
 ● Technological knowledge: Know which technology to use, how to use it, &
when to use, adap & keep up with changes in technology.
Lesson 2: SAMR
➤It examine how integrating technology changes a learning task.
& hopefully improves learning experience
● Substitution: replacing traditional task/resource with technology based one.
Paper-based textbook-> online textbook, no functional change
● Augmentation: similar substitution + use online textbook & integrate video
resources, online translators, dic, images, diagrams, charts. Not changed
learning task, stu still reading from textbook & asked to recall inf later.
● Modification; change learning task, not just asking stu to read online
textbook, give stu a list of media resources-> they determine important inf &
construct knowledge about topic on their own. not just take notes->
analyzing & connecting through technology, done in groups
● Redefinition: use technology to create a new learning task like video
presentation
➤ Relationship between SAMR model & Bloom's Taxonomy.
Substitution, Augmentation enhance learning,/improve it
slightly. While modification & redefinition transform learning.
Teacher should looking for ways to integrate technology that
transform learning experience rather than just enhance

Module 5: Focusing on Your Training

Lesson 1: Remembering Basics
1/ 4 Tips on Evaluating Technology Tools
➤ Advice when face increasing number of products all stating
that solution to ur every need
● Remember ur obj: assess whether product worth investigating.
● Remember SAMR: suggestions that help u realize dif ways to incorporate
technology into ur course.
● Find early adopters to help u discover & evaluate technologies.
● Become curious & keep ur mind open to new concepts & ideas. constantly
 revising, improving, & adding. Keep exploring with same vigor & intensity
that u have always had bc u care about ur stu & u want them to learn &
grow.
Lesson 2: U are an Instructional Designer
1/ Straight Talk about Instructional Design
➤ Educational principles that work especially well for online
teaching environments
● Multimedia principle: reinforce what u hear with visual cues. People learn
far better from words & pictures than form words alone.
● Personalization principle: like to use conversational style, rather than a
formal style. People online tend to learn better when u talk with them not at
them. Thus, creating a warm & inviting structure.
● Interactive principle: video 4 to 9m long > Q/act interspersed. People learn
better when they have control over pace of a presentation than when they
receive inf in 1 continuous lump.
● Pre-training principle: pre-teach using imaginative videos with
hint/metaphorically suggest principles we are going to teach. People learn
more when they receive pre-training, rather than when stus are thrown
immediately into training.