Act. 8 Giving classroom instructions

Assessment of Language Improvement Task Teaching a EFL Classroom.

In order to assess the quality of the language used to deliver the instructions and the quality of the instructions themselves, evaluate yourself consider the following criteria:

  

Standard  Regarding the delivery of instructions	Yes-No	Comments
1.     The instructions were clear and simple. 2 points.	Yes	We didn´t film the assessment of the activity, but instructions, however, I can say that mainly, they struggle with lack of language system, not for understanding instructions.
2.     The process for carrying out the instructions was clearly described. 1 point.	Yes
3.     It is evident that the instructions were understood. 1 point.	Yes	I grade and explain the kind of error, one by one, by pointing: S=spelling, G=grammar, word order, appropriacy, etc. P=punctuation. Then I ask them, what is needed here? They identify and correct their slips.
4.     I gave an example. 1 point.	Yes	Carrying out the activity was not filmed, the steps were written on the board, and provided a sample.
5.     The objective of the activity was explained to students. 2 points.	Yes	The very, very beginning of the lesson was not recorded, because of technical issues of the camerawomen.  We started several times, before succeeding.

Standard Regarding the use and quality of language	Yes-No	Comments
6.     I identify grammatical, phonological or lexical aspects that need to be reinforced.       1 point.	Yes	My pronunciation sounds terrible, my accent is heavier than I thought; even I had practiced a lot with IPA symbols and stress, it´s obvious there´s a long way to go.
7.     My language was appropriate to the proficiency level of students. 1 point.	Yes	They have good listening skills.
8.     My pace of speaking was appropriate. (too fast–Ok –too slow). 1 point.	Yes	I varied the pace of speaking according to the moment. I noticed I ask a lot of questions.
Overall comments

Report

   I noticed I don´t let Ss interrupt, which can be good, but also limits the confidence they may gain in classroom interaction.  I didn´t like my accent at all, I need to imitate authentic pronunciation and practice, I practice at school but not so much, since not all teachers speak English or they answer in Spanish.  Recently I learnt the IPA symbols, and I feel like if I´m learning English again, it´s amazing the amount of words we pronounce incorrectly, even the teachers with the most expertise fail.  We had the Spelling Bee last week, and in order to properly teach my Ss, I committed as well, I asked for some apps for Ss to practice in the ipads, I downloaded some software for spelling, emailed them the link for Ss to download it at home, and included some links to listen for the correct pronunciation.  By the way, three of the six Ss I sent to compete, won 1^st, 2^nd, and 3^rd place, beating entire school.

   I also was greatly benefited from the activity, I´m gaining confidence, but as I said before, I still need to work on it.

Act. 6 Green Team

English V

   Display and Referential Questions in ELT

Erika Cabrera Cruz

Nadia Judith Martínez Flores

Lilia Teresita López Lizárraga

Dina Yudith Toledo Castro

Karina Cecilia Valdez Arámburo

Universidad Autónoma de Sinaloa

Centro de Idiomas Culiacán

    Professor: Edgar Karim Audelo Sandoval

                                      November 5th, 2011.   

        

Abstract

Questioning is essential to the way teachers manage the class, engage students with content, encourage participation and increase understanding.    In an ELT classroom we may identify particular types of questions; actually questions can be classified in many ways. For this case we will focus our attention to display and referential questions.

Key Features an Attributes

According to the database of British Council site we see that display questions are questions you ask to see if the person you are speaking to knows the answer. In an ELT classroom, this normally means questions teachers ask learners to see if they understand or remember something.   

Lightbown & Spada (1999) note that teachers ask display questions not because they are interested in the answer, but because they want to get their learners to display their knowledge of the language.

For Example:

The teacher asks the Ss: “What is the past simple form of leave?”

·         What does ..... mean?

• How do you spell……?

• What does ……..stand for?

• What’s the synonym of .....?

When beginning a lesson, the Teacher has previously created an information gap which has been filled by the learner; this is how real communication takes place.

On the other hand, the same site let us know that referential questions are questions you ask but you don't know the answer. In an ELT classroom, this can mean questions teachers ask learners and learners ask each other.

They form the basis of brainstorming a topic related to the vocabulary. These questions require the learner to provide information, give an opinion, explain or clarify.

Examples of this kind of questions would be:

·         Why are you so sad?

• Who told you about ecosystems?
• What kind of animals do you like?

In other words, display questions are questions to which the teacher already knows the answers, while referential questions are questions to which the teacher does not know the answer in advance.  Some authors such as Lynch and Cullen add to the previous definition by saying that display questions are questions which are used to check learners’ knowledge and understanding, while referential questions genuinely seek new information. Some other authors like Tsui points out that display questions generate interactions that are typical to didactic discourse, whereas referential questions generate interactions typical of social communication.

 Concept Map

 

Conclusions

Taking the two kinds of questions to the classroom, taking as reference what was mention above, the database of British Council gives us this summary: “extended activities in which learners can practice production of referential questions include quizzes (setting and answering questions), interviews, and discussion of work in the class. On the other hand, display questions clearly lack the communicative quality and authenticity of referential questions, but they are also an important tool in the classroom, not only for the teacher to be able to check and test their learners, but also as a source of listening practice. Actually one of the first things a beginner learns in English is how to understand and answer display questions.”

Through all this research which purpose is to study referential and display questions and to talk about the importance for teachers to gain a good understanding of the theoretical and practical issues of the concepts I can define the questions mentioned before as follows:

On the contrary, and as real language is not only about questions from in which one part asks and another answers we use reference questions to create messages and therefore is not form based but meaning based. For open or referential questions, teachers not necessarily know the answer and they want Ss to give opinions. These kinds of questions are more preferred on pedagogical ground because they are the questions commonly asked in the ‘real world’ of students outside the classroom. (long and Sato, 1983). Besides that, these questions engender longer responses compared to the responses given to the display questions. An analysis indicates that lower level language learners participate more when asked a referential question.

But even though referential questions are more realistic a study done by Long and Sato in 1983 found that teachers ask significantly more display questions than referential questions in the classroom.

After looking at these concepts and their characteristics I can notice that it is very important for teachers to know what each of them implies and to know the advantages and drawbacks of using either referential or display questions in the classroom in order to improve their teaching.

 References

Al-Muaini, H.A. (2006). The effect of referential questions on learners’ oral

contributions. Retrieved 03/11/2011 from:

http://www.moe.gov.om/Portal/sitebuilder/sites/EPS/English/MOE/baproject/Ch3.pdf

Barnard (2010), Five-Paragraph Expository Essay Model, Retrieved 10/06/2011

from: http://www2.asd.wednet.edu/pioneer/barnard/wri/essay_model.htm

Brock, Cynthia A (1986) , TESOL Quarterly, The Effects of Referential Questions on ESL

Classroom Discourse,  Retrieved from: http://www.jstor.org/pss/3586388

Costas Gabrielatos, Retrieved 30/10/2011 from:

www.gabrielatos.com

Fakeye, David (2007), Humanity and Social Science Journal, Teacher´s Questioning Behaviour

and ESL Classroom Interaction Pattern, Retrieved 02/11/2011 from :

http://www.idosi.org/hssj/hssj2%282%2907/7.pdf

n.d., BBC, Teaching English, Asking Questions, Retrieved 02/11/2011 from:

http://www.teachingenglish.org.uk/articles/asking-questions

n.d., BBC, Teaching English, Display Questions, Retrieved 02/11/2011 from:

http://www.teachingenglish.org.uk/knowledge-database/display-questions

n.d., Zaher Sitilbudur/Al-Ismaily, Teacher´s Questions in the English Language Classroom,

           Retrieved 01/11/2011 from:

http://www.moe.gov.om/Portal/sitebuilder/Sites/EPS/Arabic/IPS/Importa/tesol/6/Teachers%E2%80%99%20questions%20in%20the%20English%20language%20classroom.pdf

Nunan, D. and Lamb, C. (1996) The Self-Directed Teacher. Cambridge University Press.

Lightbown, P.M. and Spada, N. (1999) How Language are Learned., Oxford University Press.

U.S. State Department, Bureu of Education and Cultural Information (2009), Effective

Questioning, Retrieved 05/11/2011 from:

http://eca.state.gov/forum/vols/vol37/no2/p20.htm

Act. 4 Five Paragraph Essay

This activity was assessed by a partner.

English V

Learning to Question for Language Teaching

Karina C. Valdez Arámburo

Universidad Autónoma de Sinaloa

Centro de Idiomas Culiacán

Professor: Edgar Karim Audelo Sandoval

October 9th, 2011.

Abstract

Recently, in a workshop in Morelia, one of the expositors, Mr. Everardo Garcia Cancino talked about enquiry-based learning (EBL), and it got my total attention because I know I question students all the time at class; even when greeting I say: -“How are you?, but I thought for myself, how can I learn to question to have students learn?  Questioning is an effective tool to manage the class, engage students with content, encourage participation, increase understanding and to encourage students to become critical thinkers and problem solvers.  However the quality and value of questions varies. While questioning can be an effective technique, there is both an art and science to asking questions.   To learn how to question, we must identify the types of questions we ask, to reflect on the purpose of the question and to make effective questioning.   Questioning guide students to think on the resources they need to research to find a solution; EBL can differ from traditional expository teaching, nowadays, we must teach students to figure out the answer by themselves to face real life problems.   

Types of Questions

     To learn how to question, we´ll identify the types, taking a look on typologies and taxonomies of questions.  Socratic questioning is used in Paul´s taxonomy in the form of eliciting, while Bloom´s taxonomy identifies six types of questions that develop and test thinking skills.   “The major purpose in constructing a taxonomy of educational objectives is to facilitate communication” (Bloom, 1956).  The types of questions we made in a classroom fall into two categories:

Display questions.  These are to access prior knowledge and to check comprehension since they focus on meaning of language structures and items.  The teacher knows the answer in advance.

In example:

·         What does ... mean?

·         When do we use...?

·         What’s the opposite of...?

·         Where’s the stress in ..?.   

Referential Questions.   In these questions the student needs to exchange information, give opinions, explain or clarify.  They focus on content rather than language; require “follow-up” or “probe” questions.  The teacher does not necessarily know the answer.

In example:

·         What do you think about…?

·         Have you ever … when/where...?

·         What kind of...?

·         How do you...?

Between the referential questions, the “divergent” or “open-ended” that are broad are better, in the way that they require a higher level of critical thinking since they have multiple answers.  Open-ended questions help to develop inferring, predicting, verifying and summarizing skills, as well as eliciting more language.  The common questions we made in exams are “convergent” or “closed”, they have only one correct answer and require little reflection or originality.

 Purpose of the question

     To learn how to question, we must reflect on the purpose.   There are variety of purposes related to type and stage of a lesson.

• During the lead-in to a lesson, referential questions form the basis of brainstorming a topic, generating interest and topic-related vocabulary. Write students responses in a KWL chart: what we know / what we would like to know/ what we know now, particularly in receptive skills based lessons where predicting content is a useful pre-reading / listening activity.

• To present language, use questions to elicit student´s prior knowledge, to guide them into recognizing patterns and forming hypotheses about how the language is used. Use ‘noticing’ questions to help learners identify language in context (What language does he use to talk about his plans?  how does she make a promise?)

• Check meaning and understanding before practicing language. Concept-checking questions (CCQs) should have short answers, make them simple and ask frequently (Is he talking about the past, present or future? Has the action finished? Is time important?, Is the meaning positive or negative?
• In expository teaching, question-response is very common. To open interaction have students ask and answer questions among themselves, involve them asking them to nominate the person to ask the next question (student nomination).

• Textbooks often include form-based questions for language practice, which produce obvious answers.  Make them personalized and divergent in that they require elaboration.  In example, how often do you brush your teeth? (Textbook) vs. how often do you argue with your parents?, offers the opportunity for follow-up questions as well as producing the target structure.

• When the objective is skills developing, make questions about the strategies that the student us using (Do you have to read everything to get the information? Do you need to understand every word? What do you think will happen next?) You can also make questions to about the process rather than product (How did you guess the meaning of that word? Where in the story did you find the information).

• Use student nomination to have students answer exercises and comprehension tasks, to give feedback make questions such as: what was difficult about that question? Did you have enough information? And did you enjoy that activity?

• Talk to your students outside classroom, maybe in recess, when the interaction can be more social, students may feel more confident and you would make them feel that you care for them. 

Effective Questioning

     Finally, to learn how to question, we must make effective questioning.  Remember, what it´s important it´s not quantity but the quality and value of questions.  Take these points into consideration when you decide about a questioning technique:

• Decide on the purpose of questions.

• Minimize the use of "yes / no" questions except when checking meaning and understanding or encouraging weaker students.

• Ask a balance of referential and display questions.

• Use open-ended (divergent) questions to encourage opinions, elaboration and discussion.

• Ask questions about important rather than trivial content.

• Grade language in questions and try not to over-paraphrase.

• When possible, do personal questions.

• Avoid questions that contain the answer.

• Make sure that students clearly understand questions.

• Spread questions randomly around the class.

• Balance questions to the whole class with individual student nomination.

• Give enough time for students to answer.

• Anticipate to the responses of the students.

• Give appropriate responses to questions, particularly where correction is required and in order to extend the dialogue.

 Conclusion

     During the class, questioning plays an important role in classroom management, including general questions (Can you all see the board? have you got your materials ready?) and questions for checking progress Ready? Have you finished?  Questions to check instructions are important so they won´t ask you to explain again.   To clarify, make simple questions (Are you going to work independently or in teams? who’s in group B? and walk around.  It has been proven that there´s more to ask than asking for information or “yes/no” questions.  Well formed questions would guide students to reflect on, research and conclude answers by themselves, helping them make the best decisions in their life.  Following these comments, teachers can learn how to question and develop the technique by themselves, observing your peers and offering feedback can be awareness raising exercise for teachers.

 References

Barnard (2010), Five-Paragraph Expository Essay Model, Retrieved 10/06/2011

from: http://www2.asd.wednet.edu/pioneer/barnard/wri/essay_model.htm

Bloom B. S. (1956). Taxonomy of Educational Objectives, New York: David McKay Co Inc.

Educational Broadcasting Corporation (2004), Workshop Inquiry Based Learning.

Retrieved 10/06/2011 from:

http://www.thirteen.org/edonline/concept2class/inquiry/

Haynes Judie (2011), Asking questions effectively, Retrieved 10/06/2011 from:

http://theapple.monster.com/benefits/articles/6295-blooms-taxonomy-and-english-language-learners

Manchester University (2006), What is Enquiry-Based Learning? Retrieved

10/08/2011 from: http://www.campus.manchester.ac.uk/ceebl/ebl/

n.d., Mind Tools, Questioning Techniques, Asking questions effectively, Retrieved

10/08/2011 from:  http://www.mindtools.com/pages/article/newTMC_88.htm

Landsberg Joey (1996), Study Guides and Strategies, Retrieved 10/08/2011 from:   

http://www.studygs.net/fiveparag.htm

Livermore Harry, The Five-Paragraph Essay, (2011), Retrieved 10/06/2011 from:

http://grammar.ccc.commnet.edu/grammar/five_par.htm

Feedback to  Karina Cecilia Valdez Arámburo    

From: Lilia T. López Lizárraga

What is the topic of essay?	The role of questions in language learning. (Very interesting and well explained topic)
What is the purpose of the essay?	To find out if you can teach through questions and to see about asking questions in the best way. The Essay also covers totally the purpose of it, because it states its purpose in a clear but high level of the language. Excellent
What is the main message of the essay?	The main message is to see about the importance of the role of questions in language learning, as well as to mention all and each types of questions and the way to apply them during the learning and even outside of it. Excellent
Was the essay well- organized?	I think it was perfectly well organized; in fact it appears like if it were an article from a magazine. Well done!
Were ideas clear and supported?	All of the ideas were very precisely and well supported with enough examples and points or view. Excellent
Were examples provided?	Lots of examples were given, and all of them gave a clear idea of the explanation. Excellent
Was the language used accurate?	I think the language more than accurate, but what I like the most is that you do not have to reread the Essay to understand it perfectly well. Excellet
Did the essay include conclusions? Were these   easily found?	Yes, it did. There was a conclusion and it was very congruent and concise. Excellent