Module 8

Module 8 is focused on creating and facilitating visually stimulating tasks.

After reading all the articles, watching all the videos, and searching all the suggested websites, create a page Module 8 in your portfolio, double click anywhere on the page, choose From Drive to add a file as well as choose T to add text, and post the following on the page:

CREATE: Create a new or adapt an activity/lesson to incorporate the use of a graphic organizer or one of the visually stimulating resources from the suggested websites in this module to assist students with their development of ideas, communication skills, and activity/assignment comprehension. This is an opportunity to learn new teaching ideas/strategies for using visually stimulating tasks from each other and enhance your practice. Use the template below when creating your activity to share:

Activity/Lesson Name:

Grade level / Unit (if applicable):

Activity Description:

• The purpose of this activity is to….

• This activity is effective for this lesson because ...

• Here are some steps to help you use this activity in your classroom ...

Step 1:

Step 2:

Step 3:

See example for a model:

Lesson Name: Jobs

Grade level / Unit: Grade 6, Unit 1

Lesson Purpose:

• the purpose of this activity is to learn and enhance students’ knowledge about school jobs.

Lesson Description:

Step 1: Warm-up. Singing the song about professions (Hans et al., 2018, p.16)

Step 2: Presenting to all students prepared in ahead Profession word wall (as in video 2, module 8). Asking them to match what profession matches with which features.

Step 3: After, ask students to read aloud (some volunteers) and facilitate discussion about the jobs.

Step 4: Dividing students into three groups and asking about what professions/jobs they view at school? Assign each group to create a concept map of presented above professions with tasks related to them. For example, a teacher - responsible for teaching, classroom management; director - is a school manager, etc.

Step 5: After finishing the concept maps, asking each group to read and share opinions with other classmates' concept maps and providing closing feedback.

Step 6: Wrap-up learned words and provide a "Stop the bus" activity (created in module 7) to assess and practice students' English language vocabulary. Assigning homework for the next week.

References:

Han, S., Kamalova, L., & Jurayev, L. (2018). Teen’s English 6, Teacher’s Book.

REFLECT: Type in 1-2 paragraphs to reflect on Module 8 (300-500 words). You may use what you have created, shared, and applied in the previous tasks.

See example for a model:

After reading and watching assigned readings and videos, I added an activity to one of the 6th grade English Language curriculum tasks. The visual representation and perception of the material are essential to imagine, learn, and reflect new knowledge, as it was said, "Seeing is believing" (Video 2, Module 8). With great pleasure, I learned about the importance of graphic organizers in making learning visually stimulating. Usually, I teach English as it is presented in the curriculum. But what if students have different knowledge and understanding? In this case, visual representation and questioning using concept maps in small groups might develop students' confidence in their knowledge, skills, and thoughts. It also enables students to share their opinion and perspectives. For example, if they discuss any particular profession, perhaps somebody will decide to work in this job.

Professional word-wall and Mapping school job features, in my opinion, will lead to achieving lesson goals, learning about school jobs, thinking critically and analytically about main tasks and features, and mapping ideas sharing perspectives with classmates. It is essential for listening, speaking, drawing, writing, making, and understanding English words related to the professional sphere.