“It’s Up to You” Class Journal (Part II)
Part I, Semester 1 (Class Journal I) Part II, Semester 2 (CJ II)
Pre-project Learning, (1)Weeks 1 – 7 / Pre-project Learning, (2)
Weeks 1 – 4
· Personal information
· Course information
· Student-directed needs analyses
· Learning-to-learn activities
· Project pack previews
· Guided mini-presentation
· Self/peer assessments / · Course information
· Student-directed needs analyses
· Learning-to-learn activities
· Self/peer assessments
ø ÷
Project PacksWeeks 8 – 12 (Part 1)
Weeks 5 – 12 (Part 2)
· Board games
· 20 questions
· Crosswords
· Picture conversations
· Questionnaire – surveys
· Role plays
· Peer-assessed conversations
· Interviews
· Project ideas
· Glossaries
÷ ø
Windup section (1)Weeks 13 - 15 / Windup section (2)
Weeks 13 - 15
· Achievement assessments
· Self/peer assessments
· Needs analyses
· Reflective discussions
· Goal setting / · Achievement assessments
· Self/peer assessments
· Needs analyses
· Reflective discussions
· Goal setting
Contents / Pages
Workbook & Class Journal (II): Outline / 82, 83
Introduction / 84 - 86
Attendance Sheet / 87
Grading Sheet / 88
Participation, Language Skills & Needs Sheet / 89, 90
Photo Pages / 91 - 93
Presentation Schedule / 94
Session Notes: Part II / 95 - 107
Teacher’s Reflections / 108
Teacher’s Resources: Part II: Contents / 109
Did You Board Game / 110
Do You Board Game / 111
Did You/Do You Cards / 112 - 126
Round Table Cards / 127 - 130
Trivia Cards / 131 - 137
Final Round Table Cards / 138 – 141
Oral Assessment Criteria (English) / 142, 143
Final Project Teacher’s Assessment Sheet / 144
50-minute
Sessions / Pre-Project Learning Activities / SWB / CJ (II)
1 / Attendance Register
My Classmates
Did You …?
Do You … ? / 46 / 87
110, 112 -126
111, 112 - 126
2 / Photo Pages
Round Table (1)
Project Trivia Quiz (Cards) / 91 – 93
127 – 130
131 - 137
3 / My Presentation Skills and Needs
Find Someone Who …
Word Search / 47
48, 49
50 / 89, 90
4 / Pre-Project Survey
Delivery & Me-bag (preparation) / 51
52
5 / Q&A Quiz Show
Me-bag & Round Table
Self-Assessed Conversation (1) / 53, 54
55
56
6 / Glossary Speed Quiz
Participation Self-Assessment (1)
Role-plays / 57
57, 285
58, 59 / 89, 90
7 / Project Preview
Learning Skills Awareness Checklist / 60
60
8 / Presentation Do’s and Don’ts Crossword
Peer-Assessed Conversation (2)
Project Hints / 61, 62
63
64
Sessions / Project Activities
9 - 24 / Presentation Schedule Sheet / 94
My Culture Project Pack / 67
Drama Project Pack / 99
Technology Project Pack / 133
Film Festival Project Pack / 147
TV News Project Pack / 187
Global Issues Project Pac / 217
Project Self-Assessment (2)
Project Self-Assessment (3)
Participation Self-Assessment (4)
Project Peer-Assessment Sheets
Extra Project Worksheets / 285
285
250, 285
274-281
288-290 / 144
Sessions / Windup Activities / WB / CJII
25-30 / Round Table Discussion
My Language Skills and Needs (2)
The Rn’t U Board
Project Pack Review
Participation Self-Assessment (4)
Final Project Self-Assessment
Final Peer-Assessed Conversation
Personal Awareness Checklist
Highlights Of My Life
What Did I Learn? / 257
258
259
260
260
261
262
262
263, 264
265 / 127 - 130
89, 90
Information and Assessment
Conversation Assessment Charts / 269-271
Oral Assessment Criteria (영어회화능력 평가기준)* / 272, 273
Oral Assessment Criteria (English) / 142, 143
Final Project Peer-Assessment Sheets / 274-281
Final Project Self-Assessment Sheets / 282-283 / 144
Participation Self-Assessment Sheets / 284, 285
Extra Participation Suggestions / 286, 287
Extra Project Report Sheets / 288-290
· Student Workbook (WB)
· Classroom Journal Part I (CJ1)
· Classroom Journal Part II (CJII)
Part 1, Semester 1
WB Pre-project Learning, Part 1 / ð / Project Packs / ð / Windup Section (1)CJI ð / ð / ð / ð / ð
· CJs I&II are integral parts of It’s Up to You (U2U).
· CJI is used in parallel with Part I of the U2U Student Workbook (WB).
· CJII is used in parallel with Part II of the U2U Student Workbook (WB).
· CJs I&II contain lesson plans and teaching resource materials.
· CJs I&II contain class management records. Attendance, student information, Self/peer evaluations, teacher evaluations and students grades are all in these CJs. Hang on to your CJs. They contain all your class records!
· CJs I&II are used by students and teachers.
· CJs I&II are shared classroom resources in which teachers and students are encouraged to make comments and to reflect on the learning process, their experiences and progress.
· CJs I&II should be available in every classroom session, so that teachers and students can input information and comments.
· CJs I&II are in one volume which is used for two Parts (CJI – Part I; CJII – Part II). Teachers must keep their CJs for an entire year. Different students in different classes will use the CJ in Part II. Hang on to your CJs!
U2U provides the teacher with an efficient means of managing classroom dynamics and administration, in order to achieve a sensitive and efficient learning environment in which responsible attitudes to learning can emerge:
· Administration (attendance, evaluation records, etc.)
· Assessment suggestions and guidelines (self/peer-evaluation)
· Practical teacher notes on daily lesson management.
· Commentary on the principles behind the course
· Reflection (teachers and students)
Process and Product
The learning environment expressed in this program explores many challenges to conventional classroom experience for both teachers and learners. The process is biased to the individual's expanding awareness and responsibility for their stable state of second language acquisition. The product of the course is both internally mediated and objectively observed. Careful attention to learner representations concerning issues of affect, motivation, and learning dynamics has been considered.
Rigorous Learning Environment
The students are presented with both the classroom challenges of staying on task and the equally significant element of working independently and in groups outside of the classroom schedule. The learning principles advocated in this program are underpinned by the clear understanding that real progress is a matter of sustained and concentrated effort. Indeed, the hardworking (and noisy!) classroom should provide a positive model for the students to pursue outside of classroom hours. The actively engaged teacher is a core element of this affirmative paradigm. The essential elements of the course are provided in the Student Workbook and Class Journals, but good professional practice insists that the teacher provide supplementary materials when and where indications for them emerge.
Appropriate Challenge
The challenges explored in this program are derived from many years of experience working with tertiary-level second language learners in Korea. All secondary school graduates have at least a familiarity with the language in the textbook. The challenge in this course is to transform language knowledge into language performance. An equally important challenge is to advance the learning skills which are necessary for students to enter the community as responsible and productive citizens (self-esteem, critical analysis, problem-solving, creative thinking, cooperation, etc.).
Climate of Trust
More critical to the learning environment than approach, method, or content are the relationships that unfold and develop in the classroom. The most valuable and meaningful learning structures and student aspirations are fully realized through a classroom environment where trust and respect flow in all directions. Sano et al. (1984) point out that creative production is possible only in a “non-threatening environment” which encourages meaningful learning and the creative use of English. They see learning as dependent on:
… warm-hearted interaction between teachers and learners, as well as among learners themselves. This forthcoming interaction is, in our opinion, the most essential factor in successful language learning. (Sano et al 1984, p. 171)
Documented Evidence
Classroom practices, events, and experiences are recorded as significant elements for reflection and evaluation. The students keep these records in the CJI and in their copy of the WB. Records here are not seen as just data used to derive a final grade for the course work, but also as opportunities for the student and teacher to reflect on past performance, make comparisons with current circumstances, and consider the implications for the future.
Suggested Grading Scheme:
AttendanceParticipation
Presentation 1 (Week 7)
Presentation 2 (Week 12) / 20%
50%
10%
20%
Attendance
This mark is a suggestion for weighting attendance in a grading scheme. Teachers should devise and communicate the value of each absence to the students.
Participation
Essentially, participation means being in class on time and on task. But it also means having positive attitudes, interactions, and making outside-class contributions. Classroom participation is recorded in the WB and in the CJ.
Presentations
Presentations and projects provide the students with the opportunity to express a variety of skills including scheduling, organizing meetings, delegating responsibilities, researching, using multimedia, as well as experience integrating the four language macroskills. The learners are also provided with the opportunity for feedback from their peers in the classroom.
Self/peer-assessment
Self-assessment is as a practical tool for everyday classroom use, and has recently received considerable favorable attention. Rather than simply restating the research, the Introduction therefore concludes with some commentary from two prominent researchers.
Above all, they [learners] can be helped to perceive their own progress and encouraged to see the value of what they are learning. … The best motive to learn is a perception of the value of the thing learned. (Harris (1997, p. 19)
In addition to 'normal' testing, we need to pay attention to the basic moral purpose of education: promoting the self-actualization of every learner, to the fullest. (Van Lier 1996, p. 120).
Self-assessment can begin to make students see their learning in personal terms [and] can help learners get better marks. (Harris (1997, p. 13).
References:
Sano, M., Takahashi, M. & Yoneyama, A. (1984). Communicative language teaching and local needs. English Language Teaching Journal, 38/3, 170-177
Harris, M. (1997). Self-assessment of language learning in formal settings. English Language Teaching Journal, 51/1, 12-20.
Van Lier, L. (1996). Interaction in the Language Curriculum: Awareness, Autonomy, and Authenticity. London: Longman.
ü Put your photo on this page.ü Write a short introduction about yourself (this is for the teacher, and for the other students).
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During Weeks 12 & 13, students (in groups of 4) will give a presentation on their chosen project. The people giving the presentation will:
- choose the project area and title;
2. prepare the presentation (talk with the teacher in class about this);
- design and produce appropriate materials;
- perform the presentation.
Date/Time / Presentation Title / Name / Name / Name / Name
/
Sessions
/ PagesSession 1 / 96
Session 2 / 98
Session 3 / 99
Session 4 / 100
Session 5 / 101
Session 6 / 102
Session 7 / 103
Session 8 / 104
Sessions 9 - 16 / 105
Sessions 17 - 24 / 106
Sessions 25 - 30 / 107
Before the Session:
1. Resource Box: Prepare a Classroom Resource Box. This shared resource is a useful place to keep activity cards, game boards, strip story texts, etc. and classroom supplies. Contents of the box should include (as appropriate):
l 2 or 3 paper knives or pairs of scissors
l at least 6 large dice (and board-game markers if possible)
l rubber bands
l 2 or 3 glue sticks
l scotch tape
l pens, pencils, board pens, chalk
l etc. (stickers, labels, scrap paper)
2. Session Duration: The sessions in this book (see page 1) last for 50 minutes. If your classes have different durations, you need to adjust the sessions. For example, a two-hour block would represent 2 sessions.
3. Attendance Sheet:
l Write the dates of each session on the register. Class Journal, page 87.
4. My Classmates:
l Prepare blank sheets of A4 paper for students who do not have a copy of the Student Workbook in Session 1 (one sheet per person).
5. Did You …?:
l Prepare a game board for each group of 4 students. It is a good idea to have one board in reserve as well. Class Journal, page 110.
l Prepare dice – one for each group.
l Prepare one set of 120 cards. Divide these among the groups.
Class Journal, pages 112 - 126.
6. Do You …?:
l Prepare a game board for each group of 4 students. It is a good idea to have one board in reserve as well. Class Journal, page 110.
l Prepare dice – one for each group.
l Prepare one set of 120 cards. Divide these among the groups. These are the same cards as for Did You …? Class Journal, pages pages 112 - 126.
7. Photo Pages:
l Put your photo in the first photo box and fill in your details.
Remember you will need to do this for each U2U class.
Class Journal, page 91.
Scheduled Events: