LASSOM 4.pdf - Instructional Planning for Mother Tongue PDF

LESSON 3: INSTRUCTIONAL PLANNING MODELS FOR MOTHER TONGUE INSTRUCTION  LEARNING ACTIVITIES A. ACTIVATE Recall the guiding principles that should inform the teaching and learning of Mother Tongue by writing the descriptions and/or applications on the second...

LESSON 3: INSTRUCTIONAL PLANNING MODELS FOR MOTHER TONGUE INSTRUCTION  LEARNING ACTIVITIES A. ACTIVATE Recall the guiding principles that should inform the teaching and learning of Mother Tongue by writing the descriptions and/or applications on the second column. follows a cycle.  PRINCIPLESKEY KEY IDEAS/DESCRIPTION A known to the unknown is solid 1. Known to the Unknown information, in your possession and you understand its relevance to you. An Unknown known is information that is in your possession but whose value has not been identified. 2. Language and Academic Academic language refers to the Development oral , written , auditory and visual languages proficiency required to learn effectively in schools and academic program. 3 Cognitive Development Congnitive development is a filed of study in neuroscience and psychology focusing on a child development in terms of information processing , conceptual resources, perceptual skill, language learning, and other aspects of the development adult brain and cognitive psychology.  Discovery Learning takes a place in problem solving situation where learner draws on its own experience and prior knowledge and is a method 4 Discovery Learning of instruction through which student interact with their environment by exploring and manipulating objects question and performing. Active learning is an approach to instruction that involves actively engaging students 5 Active Learning with the course matrieral through discussion, problem solving, case studies and other methods.  It is being accurate 6. Meaning and Accuracy or correct also precise Language transfer I the application of linguistics 7. Language Learning/ features from one language Language Transfer to another by a bilingual or multilingual speaker. Affective Component concerned with person 8. Affective Component emotional reaction and includes whether such reaction is positive or negative and evaluative judgement II.ANALYZE The aforementioned principles come to life in the classroom through the teaching and learning activities organized by the teacher when performing the role of an instructional planner and designer. Activity B.1. How is Mother Tongue taught in your school? Ask a teacher about their instructional planning practices. List finding on a table or graphic organizer. Activity B.2. Examine one language teaching instructional model below in terms of their components, applicability in the classroom and /or community, merits, and weaknesses. Tell whether this model is used by the teacher/colleagues you interviewed in the previous activity.  Instructional Model 1 Instructional Model 2 Planning Mother Tongue-Based Education Forward Design Language Teaching Programs in Minority Communities(Malone, 2010) (Richards, 2001) 1. Establish the learning outcomes for each 1. Choose a topic for a lesson. subjectin the program. 2. Select a resource. 2. Establish the indicators for each subject in the 3. Choose instructional methods program. based on the resource in the topic. 3. Develop instructional plan. 4. Choose questions/test type to 4. Develop assessment tools (portfolio, teacher- assess student understanding of the administered oral reading test, final exams, and material. learner-assessment). Instructional Model 3 Instructional Model 4 Backward Design Language Teaching(Wiggins and ask-Based Language Teaching (Richards, McTighe) 2001) 1. Identify desired results. (What will the students be able to do by the end of the lesson, module, unit, or 1. Identify target task through needs course?) analysis. 2. Determine assessment evidence (How will 2. Design classroom tasks. 3. Apply TBLT students demonstrate of what they have learned?) Methodology. 3. Plan learning experiences and instruction. 4. Identify language and other demands of (Whattypes of activities, materials, and resources the tasks. will lead to the desired results? 5. Follow up language work. III. ABSTRACT Malone (2010) indicates that in order for learners to become successful learners, they must be able to; Listen and read with understanding Speak and write to communicate thoughts, ideas, needs and experiences; Read letters, words, and sentences correctly; and Speak and write correctly A “balanced teaching method” that enables learners to develop all four skills can be divided into two” tracks “. One track emphasizes accuracy or correctness and focuses on the parts of the language. The other track emphasizes meaning and communication focuses on whole texts. The table below shows the main features of these essentials components in language education programs.  Emphasis: Meaning Emphasis: Accuracy or andCommunication Correctness Recognize and distinguish Listen in order to sounds, and recognize parts Listening understand, think critically, and respond creatively. of words, and follow directions. Speaking Speak with Use language correctly understanding in order to ( pronunciation and Speaking communicate thoughts, ideas, grammar ) needs and experiences. Decode words by recognizing Read for meaning Reading their parts (letters, syllables, tone marks, etc, ). and understand. Write creatively in order to Form letters properly and Writing communicate thoughts, ideas, neatly, spell words accurately, needs, and experinces. and use grammar correctly.