Module 1, Task 3: Reflective Journal

 


this is a required task

 

Reflective Journal (10 minutes)

 

MOOC Task 1.3_Quote.png

A reflective journal is a tool that will enhance your learning and help you make the most of the course. It will help you write down important things about teaching grammar, and will allow you to keep a record of interesting teaching ideas, your personal thoughts, and additional resources and links from the course.

At the end of each module, you will be asked to reflect on the module content, revisit new concepts, teaching ideas, and opinions shared in the discussion forums, and consider their relevance for your practice. You can write your reflective responses in this journal as well.

You can record your journal in digital format or in a notebook, whichever you prefer. Journaling doesn’t have to be a time-consuming activity – if you like, you can use the Idea Tracker to quickly register your insights and new teaching ideas that you may want to try out, modifications to suit your own teaching situation, and /or things to share with your colleagues.

 

Here’s an example of how you may use the Idea Tracker:


Idea Tracker

Module

Idea /Activity/ Resource /Quote

Why it is important to me

Why it may be relevant for my students

Why it may be interesting to my colleagues

Things to keep in mind (possible modifications, limitations, etc.)

 

 

 

 

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Module 1 Overview

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  What does grammar teaching involve? Welcome to Module 1!  In this module, you will learn how the course is structured and what you need to do to complete it successfully. After that, you will read a brief history of grammar teaching and then focus on the main characteristics of communicative grammar teaching. Learning objectives: By the end of the module, you will be able to: explain the difference between three main approaches to grammar teaching understand core concepts related to grammar acquisition identify main characteristics of a communicative grammar lesson. Below are the tasks you need to complete in Module 1 with the recommended time as a guide. These time guidelines are only approximate: you may find that you spend longer or shorter on some tasks, depending on your experience with and interest in the topic. Getting started "Untitled"   Links to an external site. by Fabio Santaniello Bruun via Unsplash is  licensed under CC0 Links to an external site. Tas...
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Module 4, Task 5: Task Types in TBLT -Whats and Hows

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    Selecting an appropriate task for a particular group of students is the first and perhaps most important step in ensuring the success of a TBLT lesson. The knowledge of students’ current or future language needs can help teachers choose relevant tasks that will generate rich interaction and create contexts that facilitate language learning. In order to ensure that students experience a wide range of learning experiences, teachers should make an effort to include a variety of tasks in their teaching practice. The table below introduces s ix main types of task that could be modified for use with almost any topic . Tasks Task type Processes What Sample tasks Things to keep in mind Listing Brainstorming   (requires students to draw on their own knowledge and experience) Fact-finding  (students find things out by interviewing each other or other people, or by checking relevant resources, e.g. books, the internet) People, places, things, actions, words, qualities, jo...
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Module 4, Task 10: Summary

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      Congratulations on the successful completion of Module 4!   Watch the video summarizing the main themes discussed in Module 4. Click  HERE   Download HERE to download the transcript. If you are having trouble viewing this video, or you would like to download it, click  here Links to an external site. . Transcript: In this summary, we’ll review the main characteristics of task-based grammar teaching, and offer some suggestions on how you can integrate it in your daily practice, even if you work with mandatory course books. Key Characteristics of Task-Based Learning Students are focused on completing a task on their own. The language used during the task is a means to achieve the goal. Learning is organized around  task completion . Teachers give students different tasks to accomplish, and then give them examples of language they can use to accomplish that goal. Task-based lesson format allows students to first focus on meaning, and then on fo...
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