Indirect Instructional Strategies using the inductive method

Teacher: Miss May                                                          Grade Level: Grade seven- beginners_____

Room Number: 6                                                             Course Title: English for second language_

Class Period:  50min.                                                       Lesson Topic: Subject Verb agreement____

Date: Nov.26                      ______                 

No of Sts: __30_                                     

1-      Lesson Objectives:

A)     Students should be able to identify, practice and use subject verb agreement accurately.

B)      Student should be able to differentiate how subject verb agreement is used in different grammatical structures in the present simple.

2-      Procedures (and number of minutes is 20 minutes)

·         Introductory activities (2-3 min)

a)      Teacher introduces the students to the various flowers pictures, Virtuous Woman magazine, real flowers, and tools and materials which will be used to plant.

b)      Teacher asks students to label the yellow card paper to its object. (1 min)

·         Developmental activities (4-14 min)

Activity 1.

a)      Teacher asks students to read the paragraph. (2 min)

b)      Teacher asks students to work in pair to answer the comprehension questions. (3 min).

Activity 2.

a)      Teacher plants the bulb with the help of the students. (2-3 min)

b)      Teacher divides students into group of three to do activity 2. (3-4 min)

c)       Students swap their writings and provide peer editing. (2 min)                

                In groups of three, students have to rewrite the activity. Group A: write the activity using nouns or pronouns in the third person singular while Group B: write the activity using pronouns or nouns in the plural form.

·         Closing activities. (2-3 min)

Teacher asks students about the rule without stating it. Students can predict and deduce the rule of subject verb agreement.

a)       Jigsaw activity

Students have to put the sentences in the correct form.

3-      Instructional Materials

Various flowers pictures, Virtuous Woman magazine, real flowers, tools and materials for planting like soil, water, a pot and planting tools. Cardboard to label names of the objects, and cardboard envelopes to put in the unjumble words in to make sentences in for the jigsaw, work sheet and board. 

4-      Evaluation of students

Students’ achievements could be evaluated through their engagement in the activities.

During pair work and group work activities, the teacher could interfere and provide feedback if needed.

5-       Assignment

Write a paragraph about your favorite hobby.

6-      Comments on the Lessons and Ideas for Revision

·         This lesson plan was written on the assumption that teacher has explained the pronouns, nouns and verbs in the present form and the students have practiced and understood the material.

·         Teacher will not state the rule unless the students are unable to proceed. Then deductive method is used.

·         This lesson is implemented through the use of authentic and genuine material that is suitable for the level of the students. Every student is involved in these amusing and communicative activities. Students will learn through experiential method.

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Appendix. A

In my free time I like to plant flowers. Flowers are of various types and colors. Some have roots, like roses and some have bulbs like narcissi and tulips. Roses differ in size and shape. They can grow into trees, bushes or baby roses. Narcissi are always white but tulips vary in colors and sizes.  For example, there are red, yellow and even black Tulips. A garden full of flowers is a source of happiness, peace and relaxation.

Answer these questions:

1-      What do you do in your free time?

2-      Do you like gardening?

3-      How do flowers differ?

4-      Does any of you like to plant flowers?

5-      Which is your favorite type of flowers?

6-      Are flowers a source of happiness to you and why?

Appendix. B

I fill three quarter of the pot with good fertile soil. Then I plant the bulb and cover it with a mixed of top and fertile soil. I cover the bulb with about 2 inches of soil. Then I water the bulb. Every two three days, I water a little bit depending on the humidity of the soil. Finally I keep the pot in a sunny place.

Students deduce the rule.

       -    In groups of three, students have to rewrite the activity.

-          Group A: write the activity using nouns or pronouns in the third person singular while Group B: write the activity using pronouns or nouns in the plural form.

-          Students swap their papers and peer feedback is provided.

-          Appendix. C

Students are dived in two groups A and B. sentences are distributed among the two yellow envelop.

-          Jigsaw

1-      Eric and Jimmy like to plant roses.

2-      My uncle spends his free time gardening.

3-      Peter and Jack read classic stories.

4-      There is one sentence left.

5-      There are many colors in the rainbow.

6-      Plants need sun, water, and soil to grow.

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Microteaching Reflection

This microteaching lesson plan was designed to be presented in an authentic, communicative way that enables students to identify, practice and differentiate the subject verb agreement in a real genuine setting using the inductive method. I wanted to be creative and I wanted the students to learn the subject verb agreement through experimenting a real planting session. I thought that I will experiment a new teaching method by generating questions and demanding answers to implement my lesson plan. In order to do this, I introduced the students to the various types of flowers thinking that these activities might help them to formulate and write sentences using the subject verb agreement as I proceed through the lesson. When students produce their writing sentences and paragraphs I can correct their errors and provide feedback. In order to meet my objective, I wanted students to write complete simple sentences where the subject and verb agree. My intention was to make students realize the differences between the first personal pronouns, second personal and third personal pronoun. As some grade seventh ESL students' are unaware of these differences.

 I might have some gaps in implementing my lesson plan but this doesn’t mean that my instructions to rewrite the paragraph in groups were unclear (activity 2, appendix B). If the instructions were not clear then how could Lina and Rula proceed in their writing paragraph?

 I was nervous and disappointed because the alleged time for this activity was passing and as a result the peer editing activity which is based on this writing activity could not be implemented. On the other hand, time management and class management was not executed as it should be. If things were done as I planned for these writing activities, maybe I could have done the jigsaw activity and finished within the time limit. May be I could have presented a lesson where students could deduce the rule and I could assess the students and provide feedback of subject verb agreement. I should have been firm and precise in performing my role as a teacher.  

The Indirect Method Model:  Sue’s classroom  incorporate one of the central principles of the indirect Method Model the use of questions to guide the search and discovery process using Jellybeans to creat an authentic problem requiring her learners to count and organize data doing math and graphing with a real world problem.

This video presents Sue as a well organized professional teacher who is knowledgeable of every single incident related to her classroom. Equipments and materials used in her classroom are necessary for math class and are suitable for her students’ needs’ as they are second-grader learners. Sue used real Jellybeans that children adore their taste. Jellybeans are countable and colored and therefore, a perfect choice for solving math problems and representing graph. Her class is student centered as students sit in small groups around tables and she moves among them to assess and guide them when needed. She has good classroom management and she is aware of her students’ diversity and cultural background. Her timeline is good, not more than fifteen minutes which is good for her students’ age to keep them motivated and involved in learning. Content organization was about 2-3 minutes where the teacher introduced Jelly beans and let student taste them thus using the five senses, touch, sight and taste which will promote the students to think and later on raise questions. Question time line was about 3 minutes and then deeper questions while presenting the graph was about 5mimutes and the later phase for students’ self evaluation and providing feedback was also about 5 minutes.

Sue used the inductive and deductive methods which are perfect for inquiry and problem solving. Inductive was used to promote questions sue lets student discover knowledge and understanding through their mistakes not just by telling them what she wants them to learn. Towards the end Sue used the deductive method when she reviewed the addition and subtraction: how many more people liked the red Jellybeans? / How many people are different / how do you solve the problem? There was the voice of a narrator giving instructions to what the teacher was doing while conducting her lesson and informing us that the curriculum was planed from explicit to implicit which enlighten justify for us the usage of the indirect method . Sue’s questions aided her learners search for discovery of meaning by resolving problems and contradictions when she let them discover and figure out what Jellybeans are. She did not give them answers she let the student taste and she provided jellybeans sheets to raise questions to figure out what they are. Then she identified the graph concept thus probing deeper for more information through students’ responses. Students analyzed the graph by answering the teachers’ questions. How many people like green?/ student answers 9. 3 people like black. Teacher extended discussion to newer area when one student answer was wrong so she directed the student saying “we wanted to know the difference” Students stands near the picture of the graph and gave the right answer. Students could interpret the graph and by this the teacher passes responsibility back to the learner

 

 Appendix: A

By: Harry Chapin

The little boy went first day of school

He got some crayons and started to draw

He put colors all over the paper for colors is what he saw

And the teacher said … what you doin’ young man

I’m paintin’ flowers he said

She said … it’s not the time for art young man

And anyway flowers are green and red

There’s a time for everything young man

And a way it should be done

You’ve got to show concern for everyone else

For you’re not the only one

And she said …

Flowers are red young man

Green leaves are green

There’s no need to see flowers any other way

Then the way they always have been

But the little boy said…

There are so many colors in the rainbow

So many colors in the mornin’sun

So many colors in a flower and I see every one

Well the teacher said … You’re sassy

There’s ways that things should be

And you’ll paint flowers the way they are

So repeat after me …

And she said…

Flowers are red young man

Green leaves are green

There’s no need to see flowers any other way

Then the way they always have been seen

But the little boy said…

There are so many colors in the rainbow

So many colors in the morning sun

So many colors in a flower

And I see every one

The teacher put him in a corner

She said… it’s for your own good

And you won’t come out til’ you get it right

And are responding like you should

Well finally he got lonely

Frightened thoughts filled his head

And he went up to the teacher

And this is what he said … and he said

Flowers are red, green leaves are green

There’s no need to see flowers any other way

Then the way they always have been seen

Time went by like it always does

And they moved to another town

And the little boy went to another school

And this is what he found

The teacher there was smiling

She said … Painting should be fun

And there are so many colors in a flower

So let’s use every one

But the little boy painted flowers

In neat rows of green and red

And when the teacher asked him why

This is what he said … and he said

Flowers are red, green leaves are green

There’s no need to see flowers any other way

Then the way they always have been seen

Identify the components of a Daily Lesson Plan

·         A lesson plan displays a certain format which includes: identifying course information, objectives of the lesson plan, procedures, materials and evaluation.

·         Identifying Course Information includes: Teacher’s name, Course Title, The Grade level, Room Number, Name of the Unit, The Topic of the lesson, The Date of the Lesson and the Number of Students.  

·         Objective of the Lesson is a stamen about the intended learning outcomes. Objective includes: Stating statement, Conditional statement, Criterion Statement.

·         Bloom’s taxonomy helps the teacher to organize and classify the objectives.

·         Procedures take in consideration the explanations of prior lessons and builds on it. Procedures include Introductory Activities, Developmental Activities, and Closing Activities.

·         Materials include listing of materials and tools used.

·         Evaluation of students evaluates the achievements of the students might include quizzes, feedback …

·         Alternative lesson Plan might be taught when unexpected things emerge.

 

Objective is to identify the components of a Daily Lesson Plan.

A well organized lesson plan enables the teacher to teach effectively.

Teacher: Dr Meth                                           Grade Level: MA student                                Room Number: 6                                                        Course Title: Methodology I                           Class Period: 60 min.                                      Unit Topic: ___________________________ Date: Oct 25                                                    Lesson Topic: Types of Teachers Planning     No of Sts: __9_
Objectives	Procedures (and the number of minutes)
A. Students should be able to identify the types of      learning style B. Students should be able to predict the teacher’s role in each setting      C. Student should be able to differentiate what learning strategies and methods are used in this poem.	·          Introductory activities (20 min) Appendix. A    Read the poem (5 min)    Pair Work: (15 min) A-1)           Discuss with your partner the student’s type of learning style. A-2)           Describe the teachers’ attitude toward the student in each school and discuss how the student believes has changed ·         Developmental activities (20 min) B-1) Role play             Appendix. B     School A/ School B Teacher A represents the traditional authoritative teacher. Teacher B represents the communicative, facilitator teacher and the kid who changes his believes due to the influence of teacher A upon him. B-2) Students recognize the effect of the first teacher upon the child’s performance. B-3) Students can predict and deduce the teachers’ role and the teachers’ teaching strategies after performing the role play. ·         Closing activities (20 min) C) In groups of three students have to produce a writing paragraph assessing and analyzing the child’s:           C-1) attitude towards learning,           C-2) the teachers’ role,  learning strategies and methods used.
Instructional Materials and Resources Work sheet, images of colored pencils and papers, colors of the rain bow, old/modern fashion cloths, old/modern desks and tables taken from internet. Evaluation of students Students can classify students as visual, auditory and kinesthetic. Students can recognize and interpret the teacher’s role from reading the poem and acting. Students can analysis the strategies and approaches used while describing the school setting in the poem Assignment The teacher in school A had changed the child’s attitude and distracted his personality dramatically. In your opinion, explain how should teachers teach effectively in any context? Comments on the Lessons and Ideas for Revision This lesson plan was written on the assumption that teachers have presented lessons dealing with different methods and strategies taking into consideration students’ needs and learning styles. Teacher allocated some time for a feedback.
SCHOOL A: TEACHER'S CENTERED SCHOOL B: STUDENT CENTERED COLORS ARE EVERYWHERE FLOWERS ARE RED?