Erik Kaufhold For this application project I searched for a section of the book that has influenced how

I want to teach in my future classroom. I came across this when I took another look at chapter eleven, specifically the section that references the social constructivist way of learning. I feel that learning is an active rather than a passive endeavor (Merriam, B.S., Baumgartner, M.L., Caffarella, S.R. 2007 p.292). I also feel that learning happens through discussion, through working and cooperating together and that I should look at myself as more of a facilitator rather than an instructor. With these ideas in mind, I decided to create two lesson plans that are constructivist in nature using a way of lesson planning that was taught to me while I was taking a TOEFL course. Each lesson goes through several stages. An engage phase that generates interest in the subject, a study phase where the students are given some time on their own to practice the new skill being taught and a final activate stage where the students use what they have learned to create or critique something new. For each component, I wanted to use something that gets my students involved in a community of practice (Merriam et. al. 2007). For example, for the lesson on using proper grammar, I begin the class with a discussion on two different sentences "Charles the first King walked and talked five minutes after his head was cut off" and "Charles the first King walked and talked. Five minutes later, his head was but off." I wanted to use these types of sentences to see if the students could understand how different uses of punctuation or word choices convey different meanings as well as talk about their experiences using grammar. I feel that doing this does an effective job of combing experience with their education (Dewey 1938). Also, each component highlights the type of instructor I would like to be which is one that is not so much a lecturer but rather a leader or sometimes follower of group 1

Erik Kaufhold activities (Dewey 1938). Moreover, the space included in each lesson plan is there for me to jot down some notes and to help me reflect on which components worked, didnt work or needs to be changed. Furthermore, I feel that these two lessons create interactions that are more student-centered. If you take a look at the interaction section, there is a label that designates what type of interaction is taking place. For example, if the interaction during a certain component has the label S-S then that means that the interactions taking place are primarily between the students. If there is the label T-S then the interactions taking place are between the teacher and the students. On both of these lesson plans, most of the interactions are between students, which makes both lessons more student-centered. Making a lesson more student-centered can help bring about the four different kinds of abilities described by Kolb (1984). This not only makes the lesson more interesting for my students, but I feel that it helps empower students to be more in control of the learning process. I agree with the constructivist notion that learners construct their own knowledge from their experiences (Merriam et. al. 2007 p. 297). My hope is that I can provide them with the necessary experiences to motivate students to become lifelong learners.

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LESSON PLAN
Note: By using the [Tab] key or the mouse, the cursor will automatically move to the next box. On the procedure section, use one box for each phase (engage, study or activate) of your plan.

Teacher: Erik Kaufhold Room: 514 Observer: EDAE624 Expected numbers: 12 Date & Time: n/a Class level: Intermediate/Advanced Context: Expressing your needs using proper grammar Teaching aids: Grammar handout worksheet, TV, DVD from Modern Family Season 2 Episode 11, Discussion questions, A3 paper, markers. Learner objectives: At the end of this lesson, students will be able to correctly use proper grammar and punctuation when creating an advertisement or a street sign. Anticipated problems for students: Knowing how to identify certain grammar mistakes

Personal aims:Use a beginning engage acti that gets the students more involved and interested in today's lesson.

Solution: Guide students through a few of the exercises in the grammar worksheet Solution: Proctor more during this activity Timing Interaction

Anticipated problems for teacher:Keeping students on task during independent work

Procedure Phase Teacher begins the class with writing the two following sentences on the board: "Charles the first King walked and talked five minutes after his head was cut off" and "Charles the first King walked and talked. Five minutes later, his head was but off." Then we have a quick discussion about how the sentences convey different meanings through using punctuation. Teacher then plays a couple of scenes from Modern Family season 2 episode 11 (http://www.imdb.com/title/tt1627446/) that highlights the lesson for today. For each part, ask a

few discussion questions. For example, during the beginning of the episode, the wife is complaining a bout the speeder in her neighborhood and I would play this to set things up and ask a few basic questions such as: 1. What is the wife complaining about? 2. Why does she feel this way? Then I would play the second scene where she shows the confusing sign that she is planning on putting up through the neighborhood and ask the following

Engage

10 mins

T-S

Erik Kaufhold

questions. The sign looks as follows: Slow Down 2URN801 Your Neighbors! 1. What does the wife think the sign says? 2. What does the rest of her family think the sign says? 3. Why is the sign confusing? What could she have done to make the sign more clear? 4. What would you have done? 5. How could she have used different grammar/punctuation to convey her meaning?

Students are given the grammar worksheet (englishforeveryone.org),have to fix each error and explain why it is incorrect. Teacher proctors during this activity making sure to help students that may be struggling with explaining the grammar mistake. Afterwards, the students are brought together to have a quick Study discussion on each sentence.

15 mins

S-S

Erik Kaufhold

Students are put into pairs and given markers and A3 paper. They then have to come up with a street sign that they feel will effectively tell their neighbor using proper punctuation to slow down. Their street signs cannot be too wordy and they have to incorporate a picture of some kind. Also, the sign has to be clear so that that one driver knows that the sign is for him/her. Afterwards the class will give feedback as to how effective each sign was.

Activate

20 mins

S-S

Reflection notes:

Erik Kaufhold

Erik Kaufhold

englishforeveryone.org

Name________________

Intermediate Sentence Correction 1 Directions: Correct the errors in the following sentences. One sentence does not have any errors. Example: What tine we leaving? What time are we leaving? 1. What time the soccer game star? ________________________________________

2. I cant not find the keys. _______________________________________________

3. I eating cause Im hungry. _____________________________________________

4. Can I come to? __________________________________________________

5. I gonna get five oranges six apples and ten peach at the store. ___________________________________________________

6. When are we going to play baseball? ___________________________________________________

Erik Kaufhold

LESSON PLAN
Note: By using the [Tab] key or the mouse, the cursor will automatically move to the next box. On the procedure section, use one box for each phase (engage, study or activate) of your plan.

Teacher: Erik Kaufhold Observer: EDAE624 Date & Time: n/a Context: Creating a quality blog/website

Room: 514 Expected numbers: 12 Class level: Upper-Intermediate

Teaching aids: Printouts of the following sites: http://www.splatf.com/2011/12/better-blogging/ http://www.outsideonline.com/outdoor-adventure/climbing/the-top-10-climbingblogs.html http://phillipschaal.blogspot.com http://kasiapietras.blogspot.com http://courtneysanders.blogspot.com Blog/Website critique rubric: http://stevesclass.blogspot.kr/2005/09/websiteevaluation-rubric.html

Laptop or computer that can be hooked up to a projector (if this is not available then the lesson can continue without it)

Storyboard poster size paper, markers, strips of paper, a hat

Learner objectives:At the end of this lesson, students will be able to create and compare what makes a good blog.

Personal aims:Use a beginning engage activity that gets the students more involved and interested in today's lesson.

Anticipated problems for students: Learning how to be more critical when it comes to blogs

Solution: Go through a quick discussion on what makes a blog effective and let students use the 8

Erik Kaufhold and identifying grammar mistakes on blogs. better blogging guideline during class.

Anticipated problems for teacher:Keeping students on task during independent work

Solution: Proctor more during this activity

Procedure

Phase

Timing

Interaction

Erik Kaufhold

Have a discussion with students about what blogs they have or if they have a blog of their own. Ask them what they think makes a website/blog effective and write their thoughts on the board. If a projector is available that can be hooked up to a computer with internet access then maybe visit a few blogs/websites that you enjoy going to or that the students enjoy going to.

Engage

10 mins

T-S

10

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Students are put into pairs and given the blog/website critique rubric as well as a few examples of blogs printed. Students then go through their examples and critique them using the rubric. Students share their opinions with the class while the teacher puts the websites in columns on the board that the students found excellent, good, average, below average.

Study

15 mins

S-S

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Students are then put into different pairs and each pair has to pick a website/blog topic out of a hat. Once students have picked their topic they then have to use storyboard paper to create an 'excellent' website/blog that they will present to the class. Each group has to make sure to follow the recommendations provided in the '10 Steps to Better Blogging' handout. After each Activate presentation the class will give feedback over what creative things the students did for their topic and things they could do to make it better.

25 mins

S-S

12

Erik Kaufhold Reflection notes:

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References: Adam, R. (2010). The top 10 climbing blogs. Retrieved from http://www.outsideonline.com/outdoor-adventure/climbing/the-top-10climbing-blogs.html Dewey, J. (1938). Experience & education. New York: Touchstone Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and Development. Englewood Cliffs, NJ: Prentice Hall. Merriam, S.B., Caffarella, R.S. & Baumgartner, L.M. (2007). Learning in adulthood (3rd ed.). San Francisco: Jossey-Bass. Pietras, K. (2013, February 14). Recent events [Web log post]. Retrieved from http://kasiapietras.blogspot.com Sanders, C. (2013, April 25th). Quick training tips: lock offs [Web log post]. Retrieved from http://c-sanders.tumblr.com/post/48861702109/quick-training-tips-lockoffs Schall, P (2012, May 3rd). After returning to the states [Web log post]. Retrieved from http://phillipschaal.blogspot.com

Steve, C. (2005, September 22nd). Website evaluation rubric [Web log post] Retrieved from http://stevesclass.blogspot.kr/2005/09/websiteevaluation-rubric.html Frommer, D. (2011, December 1st). 10 steps to better blogging [Web log post]. Retrieved from http://www.splatf.com/2011/12/better-blogging/ Wernick, I. (Writer) & Mancuso, G. (Director). (2011). Slow down your neighbors [Episode 11]. Steven Levitan & Christopher Lloyd [Executive producer], Modern Family. Burbank, CA: Walt Disney/ABC studios

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