MODULE 3: FOCUS ON THE LEARNER

Table of Contents
MODULE 3: FOCUS ON THE LEARNER ............................................................................................................................ 1
Module 3 Overview ........................................................................................................................................................ 2
3.1 Warm-Up: Reflection on Teaching ...................................................................................................................... 3
3.2 Lecture: A Focus on the Learner ......................................................................................................................... 4
3.3 Lecture: Introduction to Learning Styles ........................................................................................................... 16
3.3.1 Activity: Learner Profile .................................................................................................................................. 25
3.4 Lecture: Learning Structures ............................................................................................................................. 33
3.5 Lecture: Learning Strategies .............................................................................................................................. 44
3.6 Readings: Managing the Learner-Centered Classroom .................................................................................... 55
3.7 Quiz: Learner-Centered Classes and Learning Structures ................................................................................. 93
3.8 Culture Spotlight: Individualism and Equity in American Classrooms .............................................................. 93
3.9 Activity: Cascading New Knowledge ................................................................................................................. 95
3.10 CNK Resource Organizer.................................................................................................................................. 97

© 2020 by University of Maryland, Baltimore County. TESOL Methodology Module 3 for the Online
Professional English Network (OPEN), sponsored by the U.S. Department of State with funding
provided by the U.S. government and administered by FHI 360. This work is licensed under the 1
Creative Commons Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
Module 3 Overview

“Focus On The Learner” by Heidi Faust for University of the Maryland Baltimore County is licensed under CC BY 4.0.

Welcome to Module 3: Focus on the Learner

This week we will start with Module 3. Overall, we are going to learn about how to match different types of
learners with different learning styles. The first purpose of this module is to get to know the different needs of
learners. Next, we are going to think about our own teaching styles in order to make better teaching decisions. We
will look at different activities that will help our students build confidence and a better connection to their culture.
We will also discuss ways that learners can get feedback about their learning process.

Module 3 Task List:

The module should take 5-10 hours to complete. Complete the following tasks by the end of the week (Monday,
October 14, 11:59 p.m EST).

1. Participate in the Warm-Up discussion

2. Read Focus on the Learner lecture
3. Read Introduction to Learning Styles lecture
4. Complete the Learner Profile activity
5. Read Learning Structures lecture
6. Read Learning Strategies lecture
7. Complete Managing the Learner-Centered Classroom readings
8. Complete Learner-Centered Classes and Learning Structures quiz (page 2).
9. Read Culture Spotlight: Individualism and Equity in American Classrooms
10. Complete the Cascading New Knowledge activity
11. Review what we covered in this module

The Module 3 Packet includes all materials you need for the module.

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3 . 1 WA R M -U P : R E F L E C T I O N ON T E A C H IN G

This work is a derivative of “Untitled” by Gordon Johnson, used under CC0. This derivative is licensed under CC BY 4.0 by UMBC for use in the OPEN Program.

Think and Write

1. Think about your experiences in different classroom environments and answer the following questions:
• Have you taught or participated in a class that was teacher-centered? What was it like?
• Have you taught or participated in a class that was learner-centered? What was it like?
• What is the difference between a teacher-centered and a learner-centered class?

2. On a piece a piece of paper or in a word doc, write some notes on your answers to these questions. Use this
opportunity to think about what you already know.

You do not have to submit this assignment. This activity is not graded. This is a chance to activate your prior
knowledge (think about what you already know). You should spend no more than 5-10 minutes completing this.

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3 . 2 L E C T U R E : A F O C U S ON T H E L E A R N E R

“Untitled” by Martin Polovia is licensed under CC0.

Introduction
Classroom environment and student roles are often guided by teacher roles. Therefore, it is very important for a
teacher to define his or her role, so learners can know what their teacher is supposed to do.

Teacher Roles in English Language Teaching

Teachers can play many roles. In a modern classroom, teachers can be facilitators who observe, advise and direct,
rather than control and dictates the leaning process. Teacher roles are connected to the teaching methods. These
roles determine the degree to which a teacher controls a learning process. The content of lessons and how
teachers and students interact also depends on teacher roles.

Traditional Role of English Teachers

Traditional classrooms are teacher-centered. A teacher directs the learning process by selecting what students
should learn. He or she also focuses on teaching language features rather than language use. Students are asked to
memorize, repeat, and do drills. The different parts of the language are taught separately, and they later develop
into the whole language structure. This approach to language teaching is linear and it assumes the teacher as a
source of knowledge. The learners are receivers of knowledge and they do not control what they learn and how
they learn it.

Focus on the Learner

Changes in teaching ideas overtime lead to changes in teaching methods and in roles of teachers and learners in
the classroom. In 1960s and 1970s a number of new theories helped change how language is taught. Among these
approaches are:

• Humanistic approach to language teaching. It considers learner intellectual and emotional development
to be equally important
• Communicative language teaching approach. It is based on teaching real world communication skills.

New Role of English Teachers in Task Based Language Teaching

Communicative language teaching provided foundations for the task-based language teaching (TBLT). TBLT is a
new approach that focuses on learning by doing. To complete language tasks learners need to learn to understand,

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plan, and manipulate the language. The goal is for the learners to use language for communicative activities. The
role of teachers also changes. Teachers move to the background and become facilitators of students' learning.
Instead of providing the knowledge, teacher is now expected to guide, motivate, advise and monitor students'
progress. Teachers should now facilitate learning by providing students with diverse communicative activities.
Teachers should also involve students in group and collaborative work, and keep them interested and motivated to
learn the language.

Conclusion
The role of teachers in modern classrooms has changed from being a controller and an organizer to being a guide
and a facilitator. Teachers now allow learners to have more initiative and responsibility. Learners can now be more
in control of their learning process. It all sounds good in theory, however, it may be quite challenging to achieve
such changes in teacher and student roles. Sometimes the learning context does not allow for these changes (e.g.,
educational systems may have rules and specific curricular guidance). Additionally, students may not be culturally
ready to take on these changes. Therefore, teachers should always consider cultural norms and expectations in
addition to various teaching approaches and strategies when planning a shift from a traditional to a modern
teacher role.

Reference (Copyrighted):
This content is copyrighted, and cannot be adopted in any way, or distributed after the end of this course. It is not
Public Domain or Creative Commons-licensed, and therefore not for public use. Please do not save a copy for your
personal use, and do not use it after the course ends.

Center for Access and Success. Tips for Educators on Accommodating Different Learning Styles.
Retrieved from the Internet.
http://www.umassd.edu/dss/resources/facultystaff/howtoteachandaccommodate/howtoaccommodatedifferentle
arningstyles/ (Links to an external site.)Links to an external site.

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Lecture: A Focus on the Learner (PowerPoint Slides)

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3 . 3 L E C T U R E : IN T R OD U C T I O N T O L E A R N IN G S T Y L E S

Read about how teachers can accommodate their students' various learning styles.

“Learning Styles” by Tiera Day for University of the Maryland Baltimore County is licensed under CC BY 4.0.

Read about how teachers can accommodate their students' various learning styles.

Tips for Accommodating Different Learning Styles

Instructors who use a variety of teaching methods are effective as they can engage students with multiple learning
styles. It can be challenging for one teacher to work with a variety of different learning styles. Consider how these
strategies can work to help students to be more successful with these three major learning styles:

Visual:
• Use graphic organizers to show word and concepts relationships.
• Ask students to highlight texts and color-code their notes.
• Draw pictures of new concepts and ask students to do the same.
• Provide maps and charts to teach new material.
• Have students use different fonts, colors and sizes when/if using the computer.
Auditory:
• Discuss new topics and subjects as a group and ask students to do it with partners.
• Ask students to record lectures and their own presentations and review them afterwards.
• Have students read aloud and voice concepts and ideas to them.
• Ask students to create tunes and rhythms when learning new material.
Kinesthetic:
• Use role play to act out concepts and ideas taught in your course.
• Encourage students to take notes while listening to lectures or reading.
• Associate each new word with a gesture or movement.
• Have students spell new words in teams using their bodies.

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Lecture: Introduction to Learning Styles (PowerPoint Slides)

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3 . 3 . 1 A C T I V IT Y : L E A R N E R P R O F IL E

Learner Profile

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©2018 by University of Maryland, Baltimore County (UMBC). Learner Profile Activity Template for the
AE E-Teacher Program, sponsored by the U.S Department of State and administered by FHI 360. This
work is licensed under the Creative Commons Attribution 4.0 License, except where noted. To view a
copy of this license, visit http://creativecommons.org/licenses/by/4.0/ TM, Module 3, Page 26
Developing your learner profile can help you improve your teaching, plan learner-centered activities, and support
your classroom management. For this activity, please do the following:

1. Review the Module 3 readings and the Learner Profile Activity template above.
2. Select one of your current classes and fill in this template with your students’ information.
3. Write a paragraph on how you think a learner profile will assist you in making your classes interactive and
engaging in the future.
4. Submit your Learner Profile and paragraph as an attachment or type it into the box.

Review examples from previous participants: Learner Profile Example 1 or Learner Profile Example 2 below.

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Learner Profile Example 1

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Learner Profile Example 2

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To view the rubric for this activity, see below:

<<This diagnostic can only be completed online.>>

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3 . 4 L E C T U R E : L E A R N IN G S T R U C T U R E S

“Untitled”by Gerd Altmann via Pixabayis licensed under CC0

What is Learner Autonomy?

With the help from teachers, learners can become autonomous, or independent learners. Student roles change
from being simply listeners to active learners through various techniques that the teacher uses in the
classroom. Learner autonomy is the ability for students to work independently without the direct instruction from
a teacher. The teacher's role changes to a facilitator and only guides when the students need help. Teachers focus
on the information that the student knows already instead of the information they need to learn.

Three Ways to Help Learners Gain Knowledge

Many theories have been developed to help explain how teachers can move from teacher-centered learning to
learner autonomy. These theories include the following:

“Connections between ZPD and Gradual Release Model” by Zarin Marvi is licensed under CC BY 4.0.

1.) Vygotsky's (1978) zone of proximal development (ZPD) which explains the distance between what a
student can do with the teacher's help and what a student can know independently in the future.

“ZPD” by Zarin Marvi is licensed under CC BY 4.0.

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2.) Bruner's (1976) idea of scaffolding, or the process of learners solving problems and developing knowledge with
the help of teachers or learning tools. Bruner mentions that many strategies can be used to assist learners gain
knowledge.

“Ways to Scaffold” by Zarin Marvi is licensed under CC BY 4.0.

3.) Pearson and Gallagher's (1983) gradual release model which states that classroom responsibilities move from
the teacher to the learner in four different steps.

“Gradual Release Diagram” by Zarin Marvi is licensed under CC BY 4.0.

Classroom Scenario
Read about a classroom scenario where the instructor uses scaffolding strategies to help students gain knowledge.

Ingrid is teaching an English class about jobs and what jobs students want to have in the future. She always tries to
connect her new lessons to something the students already know, to support students in practicing new language,
and to work towards independence.

• Zone of Proximal Development: She connects to their prior knowledge by asking students to identify
pictures of jobs that students already know in an open discussion. She asks students what job they want
to have in the future and why. Students show that they have difficulty expressing these concepts.

• Scaffolding: she creates scaffolds to connect what students can do independently and the assignment
objectives by first modeling the language that students should use (i.e. "I want to be a ______ because I
like _______"). Then she provides a word bank and sentence stems to help learners practice
making sentences.

• Gradual Release Model: When students can make sentences without the sentence stems, she removes
them from the board to transition students using the language on their own.

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Conclusion
All teachers can create autonomous learners---learners who are self-directed, critical thinkers. But first, teachers
need to create a culture of learning in the classroom. It is the teacher's responsibility to ask questions, encourage
reflection and make activities which force students to work together and learn from each another. By practicing
collaborative learning and learner autonomy, teachers are changing the roles of both teachers and learners.

References (Copyright):
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not
Public Domain or Creative Commons-licensed, and therefore not for public use. Please do not save a copy for your
personal use, and do not use it after the course ends.

Fisher, D. and N. Frey (2008). Better Learning Through Structured Teaching: A Framework for the Gradual Release
of Responsibility, Association for Supervision and Curriculum Development, Alexandria, Virginia.

Kagan, S. (1994). Cooperative learning. San Clemente: Resources for Teachers.

O'Malley, J.M., Chamot, A.U., Stewner-Manzanares, G., Kupper, Russo, R.P. (1985). 'Learning strategies used by
beginning and intermediate ESL students', Language Learning, 35, 21-46.

Pearson, P.D. & Gallagher, M. (1983). “The Instruction of Reading Comprehension,” Contemporary Educational
Psychology, 8.

Richards, J.C., and Bolhke, D. (2011). Developing Learner-Centered Teaching in Creating Effective Language
Lessons. Cambridge University Press, New York, NY. Retrieved
from http://www.lcnv.org/sites/default/files/pdf/Creating-Effective-Language-Lessons-Combined.pdf Click here
for a PDF

Wood, D., Bruner, J. & Ross, G. (1976). The Role of Tutoring in Problem Solving. Journal of Child Psychology and
Psychiatry, 17, pp 89-100.

Vygotsky, L. S. (1962). Thought and Language. Cambridge, Mass.: MIT Press.

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Lecture: Learning Structures (PowerPoint Slides)

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3 . 5 L E C T U R E : L E A R N IN G S T R A T EG I E S

Introduction
Teachers can also teach learner strategies to help students become autonomous. Learner strategies are techniques
that learners can use to help them gain knowledge. In this module, we will look at two types of learner strategies:
cooperative learning and instructional tools.

A Cooperative Approach to Learning

Dr. Spencer Kagan (1994) presented the idea of learner's taking an active role in the classroom. This method is
called the Cooperative Learning method. It explains the idea that teachers should provide activities for students to
work in groups---not individually. This method is beneficial because it increases student engagement, participation,
motivation and collaboration. Students are forced to work together to solve problems increasing their ability to
work on assignments without the help from a teacher. Because students are working together, teachers need to
effectively group students to create a positive environment.

Grouping Strategies

"Consideration for Group Work" by Morgan Nixon for University of the Maryland Baltimore County is licensed under CC BY 4.0 .

According to Rance-Roney (2010), teachers should think about many aspects of the classroom when grouping
students. This helps to avoid challenges that are often a result of cooperative learning. Teachers must think about
the classroom, students, assignments and objectives for successful implementation of group work. Some
considerations include the following:

• Students' affiliations
Teachers are encouraged to group students based on their shared experiences, hobbies, extracurricular
activities, academic expertise, and so on. In this way, learners have the ability help each other with
unknown vocabulary and build knowledge from their shared experiences.
• Students' language/language abilities
Normally, teachers group students who speak different languages in the same group. Teachers should
also try grouping students of the same L1 in the same group. This way, learners can increase vocabulary
using scaffolding techniques.

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 • Students' personalities
Teachers must also strongly consider students' personalities when trying to build activity groups. Having a
mix of different personalities in one group can make the learning process smoother. Learners with
stronger personalities can take on a leadership role to help facilitate activities. Teachers can also
assign roles to other students in the same group such as the notetaker, timekeeper, etc. By doing so, all
learners are forced to participate and contribute to the completion of the activity.
• The activity
It is necessary to think about the overall activity that students need to complete. What are the objectives?
How can students best complete the activity in the time presented? If the activity will take more than one
class period to complete, should students stay in the same groups or rotate groups each class? Questions
such as these are important to reflect on before any activity.

Examples of Grouping Strategies

• Clock partners: Teacher assigns partners for each hour on the clock (3:00 partner is student choice, 12:00
partner is a person with the same proficiency level, 6:00 is a person with a lower or higher proficiency
level, 9:00 is a person with similar interests)
• Appoint day of the week groups: Each day matches with a specific type of activity completion (i.e.
Monday is my vocabulary partner, Tuesday is my writing partner, etc.)
• Jigsaw: One student in the group acts as the expert and teaches the rest of the student the information
that they were assigned.
• 'I Know' and 'I Need Help' Cards: Give students a green card if they are comfortable with the information
and yellow cards if they still need help learning. Students with green and yellow cards are matched to
form a group.
• Carousel: Students are assigned to different stations around the room. They write their ideas on poster
paper at each station. When a timer goes off, they move to the next station and answer the next
question.

Managing Collaborative Learning

Certainly, with any group assignment, there will be difficulties that develop as a result of students from various
backgrounds working together at the same time. Chaos, noise, private conversations and the disruption of valuable
class time are all potential results of collaborative work. However, teachers can avoid these challenges using
strategic grouping methods and looking closely at the number of groups, classroom space, student information
and activities before the activity starts. Here are some specific tips:
• Form groups of four so that student absences have less of an impact on group work.
• Move desks before class begins to minimize disturbances during class.
• Have students sit in pairs so that they only need to turn around instead of moving their desk.
• Collect student information (e.g. name, likes, dislikes, hometown, language, etc.) at the beginning of the
year to easily form groups during the year.
• Record student groups on cards to avoid repeat groups later in the year.
• Rotate groups throughout the year so that students get new ideas and opportunities to work together.

Types of Visual Learning Strategies

In this module, we will learn about three visual instructional tools. These include the following:
• Graphic organizers
A visual map, or representation of information, to help learners plan out ideas and "map out" concepts.
• Weekly learning logs
Various forms students fill out to summarize what they learned overall, and to track their progress on
an activity or during the course over time.
• Student checklists
A way for students to see tasks that they have completed and tasks that they still need to complete for a
specific activity. They can also remind students of the criteria and expectations of an assignment.

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"Student Checklists" by Morgan Nixon for University of the Maryland Baltimore County is licensed under CC BY 4.0.

Conclusion
These methods are helpful because they allow students to become more active in the classroom. Students are not
only completing the activity, but also, they are interacting first-hand with the material and the classroom
environment. These methods include a critical thinking approach to learning and offer different ways for students
to practice the language skills and assess themselves.

References (OER):
Rance-Roney, J. (2010). Reconceptualizing Interactional Groups: Minimizing the Chaos through Cooperative
Classroom Management. Retrieved January 13, 2018 from
https://americanenglish.state.gov/files/ae/resource_files/10-48-1-d.pdf. Click here for a PDF.

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Rhoades, G. (2013). Minimizing the Chaos through Cooperative Classroom Management. Retrieved
from https://americanenglish.state.gov/files/ae/resource_files
rhoades_minimizing_the_chaos_through_cooperative_classroom_management.pdf. Click here for a PDF.

References (Copyright):
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not
Public Domain or Creative Commons-licensed, and therefore not for public use. Please do not save a copy for your
personal use, and do not use it after the course ends.

Kagan, S. (1994). Cooperative learning. San Clemente: Resources for Teachers.

O'Malley, J.M., Chamot, A.U., Stewner-Manzanares, G., Kupper, Russo, R.P. (1985). 'Learning strategies used by
beginning and intermediate ESL students', Language Learning, 35, 21-46.

Richards, J.C., and Bolhke, D. (2011). Developing Learner-Centered Teaching in Creating Effective Language
Lessons. Cambridge University Press, New York, NY. Retrieved
from http://www.lcnv.org/sites/default/files/pdf/Creating-Effective-Language-Lessons-Combined.pdf

Lecture: Learning Strategies (PowerPoint Slides)

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3 . 6 R E A D IN GS : MA N A G IN G T H E L E A R N E R -C E N T E R E D
C LA S S R O O M

Read one article published by American English. Two articles (the second article and the webinar) are optional. A
study guide is provided for each.

REQUIRED: Article: "Student-Centered Teaching in Large Classes with Limited Resources"

For a study guide of the Rerneaud, Tannenbaum, and Stantial's article view future pages.

English teachers around the world have lots of different classroom cultures and class sizes. Learner-centered
teaching strategies might seem harder to manage with large classes. The following article discusses approaches
and strategies for working with and managing large learner-centered classrooms.

Please read and reflect on this article. Consider how it might connect to your own teaching context. You will
discuss these ideas and your own connections in the Module 3 discussion.

Renaud,S. Tannebaum, E., Stantial, P. (2007). Student-Centered Teaching in Large Classes with Limited Resources.
English Teaching Forum, 45(3),12-34. https://americanenglish.state.gov/resources/english-teaching-forum-2007-
volume-45-number-3#child-837

OPTIONAL: Article: "Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language
Learning"

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For a study guide of the Rance-Roney article view future pages.

With more English language classrooms becoming learner-centered and content-centered, group work is becoming
more prevalent. It is essential for teachers to think about how to group students before any activity and utilize
specific strategies to ensure that students are reaching their maximum learning potential.
Please read and reflect on this article. Think about the ways you might group students in your classroom and your
decisions for doing so.

Rance-Roney, J. (2010). Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language
Learning. English Teaching Forum, 48(1), 20-26. https://americanenglish.state.gov/resources/english-teaching-
forum-2007-volume-45-number-3#child-837

OPTIONAL: Webinar on Student-Centered Classroom Management

Student-Centered Classroom Management: Addressing Classroom Issues with 5 Adaptable Forms

Student-centered classroom management differs from teacher centered classroom management. The overall focus
of classroom management should be on encouraging good discipline and behavior to facilitate students' learning
opportunities. The following presentation discusses different classroom management techniques and it presents 5
adaptable forms that can be used to guide activities in learner-centered classrooms. The author discusses how and
when each form is best used.

Link:
Thomas, C. Student-Centered Classroom Management: Addressing Classroom Issues with 5 Adaptable Forms
[Webinar]. https://americanenglish.state.gov/resources/american-english-webinars#child-2127

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Article 1

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Study Guide for Article 1

An OPEN Study Guide for:

Student-Centered Teaching in Large Classes with Limited Resources

Article by Susan Renaud, Elizabeth Tannenbaum, and Phillip Stantial

Study Guide by Yuliya Schmaltz

From English Language Teaching Forum, 2007, Volume 45, Number 3 Retrieved 5 January 2018 from:
https://americanenglish.state.gov/files/ae/resource_files/07-45-3-c.pdf

Overview

English language classrooms in many developing countries often contain up to 100 students. In addition, teachers
who teach those classes have limited access to technology or teaching resources. This article presents successful
techniques used to teach English language in large classes. For the purposes of this article, large classes are defined
as having 50-80 students.

Advantages of Large Classes

Large classes provide students opportunities to interact. They enroll students of various talents and abilities and
they allow teachers to grow and develop professionally. A teacher may not be able to attend to everyone,
therefore students are more likely to collaborate and cooperate.

Challenges of Large Classrooms

Haitian teachers teaching large classes shared with authors of this article. Teachers identified that many challenges
were connected to managing the classroom. They discussed these four challenges:

1) Managing the classroom

Some challenges are connected to maintaining discipline. However, teachers noticed that if students are
interested in the course materials, they tend to stay active and engaged with their courses. They
recommended the following strategies to set and maintain classroom rules:
• Set classroom rules and ask students to comment on them and add the rules they consider
important. Students will more willingly follow the rules if they think they are fair.
• Use activities that appeal to different learning styles. They will keep the majority of students
engaged and interested.
• Establish routines such as class agendas, hand signals for quiet, change turns, and others.
• Pass sign in sheets at the start of the class or ask students to use name tents and collect them at
the end of each day.
• Create seating charts.
• Use one handout for a group of students to save resources.
• Assign group roles to facilitate effective group work.
Other challenges are connected to checking a large amount of written work. Teachers recommended to:
• Ask each group to produce one written text, instead of asking every student to write one. This
also encourages collaboration and peer-review.
• Ask students to self-edit and have two peers edit their work.

2) Using a pair and group work to encourage collaboration

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 Teachers suggested some of the following techniques to encourage collaboration and interest in the
subject matter:
• Discuss the language learning process and the need to use language to communicate.
• Limit the time students spend getting into groups. Establish group schedules.
• Plan groups in advance. Assign roles such as facilitator, recorder, time keeper, and others.
• Create signals to communicate when activities start and stop. That eliminates the need for a
teacher to address students or raise his or her voice.
• Establish goals for using L2 and ask students to evaluate each other.
• Give clear instructions and ask students to summarize them back.

3) Teaching with limited resources

In some cases classroom resources may be limited to notebooks, pencils, blackboards and chalk. It is
possible to work around the lack of resources by doing the following:
• Ask students to bring an important object from their home and describe it/use it as a classroom
resource.
• Cut pictures from magazines or draw small pictures for teaching new vocabulary.
• Use objects learners can touch, smell, and pass around (realia).
• Ask student to use their own dialogues to create direct and indirect speech sentences.

4) Motivating students in heterogeneous classes.

It is important to get to know your students to make them comfortable and connected. Teachers mention
the following techniques to motivate their students:
• Prepare supplemental resource activities for more advanced students to keep them occupied if
they finish assignments early.
• Adapt materials according to students’ proficiency levels. The same source material can be used
when enhanced or adapted.
• Prepare sequential activities to allow more advanced students to complete higher order steps.
• Use more proficient students to monitor activities and discussions.
• Be available before and after class to establish connections and build relationships with students.

Conclusion
It is not always possible to have access to educational resources, but teachers can use realia, creativity, and their
students to create supplemental teaching resources.

Reference (OER):
Peace Corps. 1992. Teaching English as a foreign language to large, multilevel classes. Washington DC: Peace Corps
Information Collection and Exchange. http://www.peacecorps.gov/library/pdf/M0046_teflarge.pdf

References (Copyright):
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not Public Domain or Creative Commons-licensed, and therefore
not for public use. Please do not save a copy for your personal use, and do not use it after the course ends.

Baker, J., and H. Westrup. 2000 The English language teacher’s handbook: How to teach large classes with few
resources. London: Continuum.

Hess, N 2001. Teaching large multilevel classes. New York: Cambridge University Press.

Ur, P. 1996. A course in language teaching: Practice and theory. Cambridge University Press.

Wajnryb, R. 1990 Grammar dictation. Oxford: Oxford University Press.

Wright, A. 1994. 1000+ pictures for teachers to copy. London: Nelson.

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OPTIONAL: Article 2

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Study Guide for Article 2

An OPEN Study Guide for

Reconceptualizing Interactional Groups:
Grouping Schemes for Maximizing Language Learning

Article by Judith Rance-Roney

From English Language Teaching Forum, 2010, Volume 48, Number 1 Retrieved 15 January 2018 from:
https://americanenglish.state.gov/files/ae/resource_files/10-48-1-d.pdf

Overview
Student-centered teaching has both risen and developed in English language classrooms globally. Because of this,
more teachers are incorporating more group work activities where students are able to construct knowledge
together. Although planning groups may seem like a difficult task, teachers can plan student groups ahead of the
class by using certain recommended strategies. This article focuses on the types of tasks students can participate in
when working in groups, successful strategies for forming groups, and how to manage the groups once they are in
effect.

Research about Grouping

Research shows that collaborative learning, or working in groups, has many advantages for second language
learning. These benefits include the ability to get guidance from other students, and the ability to have leadership
and authority over one’s own work. On the other hand, some research also shows that group work was somewhat
ineffective as learners were less likely to find out the meaning of language and some even showed disengagement
during tasks. Despite these different results, one aspect of group work is certain in research: many factors
influence the ways students interact in collaborative settings. Teachers agree that in order for group work to be
successful, planning for group work is necessary. In groups, learners are able to:
• practice pronunciation.
• create conversations for specific situations.
• practice conversation in a less stressful environment.
• learn how to appropriately act in groups to prepare for future group work such as in job settings, team projects
and other school courses.

Considerations to Make When Grouping Students

In order to better manage group activities, it is important to think about grouping ideas before the class begins.
The biggest ideas to consider include the following:

1.) Number of students in the group

Teaching Ideas:
• Groups could have a maximum of 3 students to force all students to speak
• Groups could have a large number of students to practice social skills for groups like turn-taking.
• There is no rule for the number of groups.
•
2.) Fixed vs. Flexible Grouping
Teaching Ideas:
• Teachers could make fixed groups where students stay in the same group throughout one long
assignment. With this option, learners could miss out on other students’ perspectives.
• Teachers could make flexible groups where students change groups after each assignment or class.
• Teachers should balance their use of fixed vs. flexible groups. A teaching solution can be to assign students to
many fixed groups and rotate through them.

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How to Plan Group Membership Around Objectives
1.) Group by language level
a. Form groups of students with the same proficiency level. Keep a list of student English levels to
make choosing groups less time consuming.
b. Create multiple question prompts for different groups to answer. Advanced students should
answer more difficult questions and beginner students should answer easier questions.
2.) Group by personality
a. Grouping dominant students in one group and reserved students in another can cause an
unequal distribution.
b. Designate a group leader with a stronger personality to help facilitate the activity and model
effective leadership.
3.) Group by commonalities
a. Grouping students who are friends will create high trust and more talking, especially during
emotional discussions.
b. Grouping students who don't know each other well can help students stay on task and learn
about different views.
4.) Group by shared first language
a. By allowing learners to use their L1, they will be able to help each other with unknown
vocabulary and critical thinking.
5.) Group by academic study area
a. Group students with different academic expertise in the same group. Learners who have
stronger knowledge on a subject can help others learn the content.

Effective Teaching Strategies

• Have community building activities for students to learn about each other to make group work more
effective.
• Design tasks that relate to students’ lives.
• Design tasks so that all learners must participate.
• Teach vocabulary before students break into groups to have optimal time during the activity.
• Create multiple questions for different groups with learners with similar language levels.
• Teach conversational strategies like turn-taking and body language before beginning group work.
• Assign learners to specific roles (i.e. note taker, leader, time keeper, etc.)
• Create group work rules with regard to respect, equality and the right to speak.
• Include cultural and academic information that students will need outside of the classroom.
• Have students engage in critical thinking tasks before starting group work to save time.
• Challenge students with critical thinking skills for more language use during the group work.
• Choose interesting topics to greater discussions.

Conclusion
With more classes that are content-based, it is essential to rethink the way we form groups and make decisions
about groups. There are many more ways that teachers can enhance group work settings; all of which will take
planning and consideration before hand.

References
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not
Public Domain or Creative Commons-licensed, and therefore not for public use. Please do not save a copy for your
personal use, and do not use it after the course ends.

Angelou, M. 1971. I know why the caged bird sings. New York: Bantam.
Bell, J. 1988. Teaching multilevel classes in ESL. San Diego: Dormac.
Diaz-Rico, L. T. 2008. A course for teaching English learners. Boston: Pearson Education.

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Doughty, C., and T. Pica. 1986. Information gap tasks: Do they facilitate second language acquisition? TESOL
Quarterly 20 (2): 305–25.
Echevarría, J., M. Vogt, and D. J. Short. 2008. Making content comprehensible for English learners: The SIOP model.
3rd ed. Boston: Allyn and Bacon.
Herrell, A. J., and M. Jordan. 2008. Fifty strategies for teaching English language learners. 3rd ed. Boston: Allyn and
Bacon.
Morita, N. 2004. Negotiating participation and identity in second language academic communi- ties. TESOL
Quarterly 38 (4): 573–603.
Savignon, S. J. 1983. Communicative competence: Theory and classroom practice. Texts and contexts in second
language learning. Reading, MA: Addi- son Wesley.
Storch, N. 2001. How collaborative is pair work? ESL tertiary students composing in pairs. Lan- guage Teaching
Research 5 (1), 29–53.
Watanabe, Y., and M. Swain. 2007. Effects of proficiency differences and patterns of pair interaction on second
language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research 11 (2),
121–42.

OPTIONAL: Article 3: Webinar on Student-Centered Classroom Management

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3 . 7 QU I Z : L E A R N E R -C E N T E R E D C L A S S E S A N D L E A R N I N G
STRUCTURES

“Untitled”by Tumisuvia Pixabayis licensed under CC0.

Quiz Instructions

Now that you have had a chance to read and reflect on learner-centered classrooms, learning styles, and learning
structures, try and match concepts with their meaning. Take the quiz to test yourself! You will get one point for
each correct answer. (Maximum 10 points.)

<<This diagnostic can only be completed online.>>

3 . 8 C U L T U R E S P OT L I GH T : IN D IV ID U A L IS M A N D E QU IT Y IN
A ME R IC A N C L A S S R O O M S

Culture Spotlight
Directions: Read the introduction to the individualism and equity in America. As you read, think about how
individualism relates to equity, representation and culturally responsive teaching.

Words and Terms to Know

Individualism the habit or principle of being independent and self-reliant

Equity the quality of being fair and impartial

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 the action of speaking or acting on behalf of someone or the state of being
Representation
represented

Legislature the legislative (having power to make laws) body of a country or state

Discrimination
the unjust or prejudicial treatment of different categories of people,
especially on the grounds of race, age, or sex

making or showing an unfair or prejudicial distinction between different

Discriminatory categories of people or things, especially on the grounds of race, age, or sex.

a widely held but fixed and oversimplified image or idea of a particular type
Stereotypes
of person or thing (e.g., All elementary school teachers are women.)

All definitions come from the online Oxford Dictionary.

Introduction to Individualism and Equity in America

Individualism is an important American value which assumes that an individual is fully in control of his or her life
and can live life the way they want, exercise their own judgement and act on their own values. This concept
implies that a person is a self-governing individual, able to freely act on his moral beliefs. Individualism is fully
embedded in our fundamental documents, such as Constitution (Biddle, 2014).

Our American educational system is based on the concept of equity. When we talk about equity as a true American
value, we think about many concepts. Some of these concepts are race, gender, socio-economic level,
language, access to resources, and many others. The U.S. educational system ensures that everyone is treated
equally and fairly, regardless of their background and origin.

Equity and equality are different concepts and it is important to know the difference between the two. They both
are concepts and strategies that are needed to ensure fairness and success. Equality means giving everyone the
same opportunities. Equity implies providing everyone with access to resources they need to be successful.

To ensure equitable education, our major tasks as educators are to:

• Provide paths to knowledge that are accessible to all.
• Design learning structures that are inclusive.
• Engage all learners, not just those that volunteer.

Following the principles of equity, American teachers individualize instruction to ensure that students with diverse
needs and learning styles have access to education and resources. Students have the right to be assessed and to
request individual learning plans. Schools and teachers must provide accommodations to students with disabilities.
For example, every deaf student has a right to work with a sign language interpreter. Students with poor vision
have a right to use screen readers to access documents; instructors and teachers need to convert to PDF
documents to aid readability. Due to the need to address every student's learning needs, teachers often
use differentiated instruction as a strategy to facilitate their students' success. Teachers practicing differentiated
instruction rely on multiple instructional strategies and approaches to address various the learning needs of
various learners.

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American educators try to consider fairness, inclusion and access as part of a flexible education system that is
constantly evolving to include the needs of diverse learners.

Ways to Promote Equity in the language Teaching Classroom

We want to promote equity, not necessarily individualism - but understanding the needs of individual learners
helps us to design learner-centered classes.
• Be sure that every student has an opportunity to participate and share.
• Set clear rules and expectations to how everyone is supposed to be treated.
• Consider how different groups are represented in your teaching materials, to make sure your students see
themselves included in positive ways.
• Provide opportunities to access to resources and materials based on learner needs.
• Vary your teaching and assessment methods. Include strategies to assess students with various learning
styles and abilities/ disabilities.
• Provide multiple ways for learners to obtain information and show their learning (audio, visual,
technological, etc.)
• Have some materials in the class that students can borrow, in case they can't afford to buy needed
supplies.

References (Copyright):
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not
Public Domain or Creative Commons-licensed, and therefore not for public use. Please do not save a copy for your
personal use, and do not use it after the course ends.

Biddle, Craig (2014). The Objective Standard, Vol.7

https://www.theobjectivestandard.com/issues/2012-spring/individualism-collectivism/

Heick, Terry (2015). Equity in Education: Where to begin? Edutopia.

https://www.edutopia.org/blog/equity-education-where-to-begin-terry-heick

3 . 9 A C T IV IT Y : C A S C A D IN G N E W K N O WL E D GE

“Cascading New Knowledge icon” by Tiera Day for University of Maryland Baltimore County is licensed under CC BY 4.0 .

TM, Module 3, Page 95

Directions: Read the classroom scenario with the following focus questions in mind:
• What issues connected to equity did you observe in this classroom scenario?
• What could the teacher do differently to ensure a more equitable classroom?
• What could the teacher do differently to ensure a more learner-centered classroom?
• Reflect on your own classroom. What are the needs of your learners? What might you try to do differently
now to make sure your classroom is equitable and learner-centered?

Classroom Scenario
Mr. Barnes is doing a comprehension check discussion following up on the lecture he delivered to his class
yesterday. This activity is moving fast and Mr. Barnes mostly calls on students who raise their hands quickly and
actively. Students who respond quickly are mostly males. As customary to the area where the school is located,
males (and therefore male students) are more dominant than female students and they often are more
comfortable with leading conversations and answering questions. Often these boys do not even wait for their turn
and provide answers by shouting them out. Mr. Barnes thinks this discussion activity is going well, and that the
students successfully process the material. However, only about a quarter of students are actively engaged. The
rest of the students do not raise their hands and do not participate. Some of them are shy and prefer not to
volunteer their answers. Others are female students. There are also several students from different countries and
English is their second language. They are not sure in their language abilities. Additionally, their culture taught
them that it is not appropriate to put themselves first and to talk about themselves and their opinions. So, Mr.
Barnes continues his class with only 25% of his students participating.

1. Reflect on this scenario and think about issues of equitable participation and access based on learner styles,
needs, and proficiency levels. Think back to our lectures on learning styles and revisit your Learner Profile activity.

2. Share one strategy, activity, or teaching tip that other teachers can use to help learners. This should be a
classroom technique where students are participating in cooperative learning, practicing learner autonomy, and
are actively engaged in the lesson. Post your strategy in the discussion thread. Make sure to also respond to the
focus questions above.

3. Read the post of at least one of your colleagues. Respond with suggestions, ideas, or comments.

OPTIONAL: If you have more time, read other posts to get ideas for your classes, and interact with as many
colleagues as you wish.

To view the discussion board rubric, see below:

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Reference (Copyright):
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not
Public Domain or Creative Commons-licensed, and therefore not for public use. Please do not save a copy for your
personal use, and do not use it after the course ends.

Cooper, James M. (2014). Classroom Teaching Skills, 10th edition.

3 . 1 0 C N K R E S OU R C E OR GA N I Z E R

Now that you have completed Module 3, it is time to reflect on the ideas you have explored. Open your CNK
Resource Organizer and update it by adding new resources from this module.

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