Session Proposal
Session Title:
Grammar for TESOL
Logo:
Abstract:
Grammar for TESOL aims to provide some general theoretical and practical knowledge of grammar as well as some suggested tasks for beginner and experienced TESOL teachers to apply their understanding of that knowledge as they prepare for more interactive grammar lessons
Target audience:
Beginner and experienced TESOL teachers who are interested in visiting/revisiting the knowledge and theory behind their grammar teaching and developing multimodal grammar lessons.
Session objectives:
By the end of this session, participants will have:
- reflected on and shared their beliefs about learning and teaching grammar
- acquired some foundational theoretical knowledge related to grammar and pedagogical grammar through interactive content
- applied their understanding of this knowledge through creating a grammar-focused lesson plan or activity using online tools
- practiced grammar-related error correction and feedback on sample student work
- set professional development goals related to what was covered in the session
Syllabus:
Week 1: (January 10 - 16)
During this week (Orientation and Introductions), participants will:
1. get acquainted with other participants and session moderators as well as the online platform and tools used for this session.
2. answer a short quiz on Netiquette
3. choose a metaphor for teaching grammar and explain their choice.
4. answer an online survey on some more specific aspects of grammar instruction, and respond to the results of the survey. A few resources will be posted for optional review before answering the survey.
Week 2: (January 17 - 23)
During this week (Teacher Knowledge), participants will:
1. review their understanding of grammar content knowledge using Quizlet and share their responses to a reading on grammatical terminology.
2. create a presentation to show their understanding of the difference between the content knowledge and the pedagogical content knowledge of a verb tense (e.g. the present perfect tense). Suggestions for online presentation tools: prezi, slideshare, emaze, or visme . They will share a link to their online presentation on the discussion forum and give and receive responses on these presentations. Some helpful media resources will be provided.
3. (optional) read and record their response to a blog entry on the knowledge of learners. They are invited to respond to its arguments and/or some of the suggestions and responses in the comments section of the blog.
4. provide mid-session feedback
Week 3: (January 24 - 30)
During this week (Practice: Grammar-Focused Lesson Planning and Material Development), participants will:
1. brainstorm characteristics of suitable materials for grammar instruction
2. check out some online tools that can be used for grammar instruction (Quizlet+ Kahoot+ Nearpod+Padlet)
3. watch a video, review a sample lesson plan and work in teams to complete a grammar-focused lesson plan template using an online collaboration tool and showcase their work to the whole team. (Participants will sign up for one of a list focus groups)
4. upload their team's lesson plan and give feedback on the other teams' lesson plans/activities
5. (optional) reflect on the feedback you have received
Week 4: (January 31 - February 6)
During this week (Practice: Error Correction and Feedback), participants will:
1. answer a general survey on error correction and create a more focused survey (using Google Forms or Survey Monkey) that they share with colleagues and/or session participants to collect teacher perspectives on correcting grammar errors in your specific context.
2. (optional) review a reading on students’ beliefs and another on a teacher's perspective on error correction.
3. practice error correction and giving individualized feedback on a sample student writing, upload their annotated version and share their rationale in this week's discussion forum.
Week 5: (February 7 - 13)
During this week (Ongoing Professional Development and Session Wrap-Up), participants will:
1. explore observation as continual professional development using some broad criteria
2. review online opportunities for ongoing professional development
3. participate in the End-of-Session Wrap-up Activity
4. complete an End-of-Session Survey
Media:
- Interactive space (Forum: Discussion Forum on Canvas)
- Content space (where the syllabus, readings, and videos will be posted: Canvas)
- Live meeting space (for synchronous events/webinars: Zoom)
Other technology tools:
Quizlet; Kahoot; Screencast-o-matic; VoiceThread; Nearpod
Suggested sponsor(s): TESOL: Computer-Assisted Language Learning (CALLIS)
Join this session
Registration starts on Jan 2, 2022.
To self-enroll in this EVO session, please click https://canvas.instructure.com/register and use the following join code: 6K6YE4
Alternatively, click https://canvas.instructure.com/enroll/6K6YE4.
To create a Canvas account, please follow the instructions on this link.
If you encounter any issues when enrolling, please do not hesitate to email the lead-moderator, Naglaa Salem, at salemnaglaaut@gmail.com
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________
Moderators: Fill in the table on the page you have created for all session moderators and co-moderators. You can change or add to the list later. Co-moderators are expected to take part in the training session along with moderators.
|
Name (last, first) |
Email address |
Location |
Biodata |
Photo |
|
Salem, Naglaa |
salemnaglaaut@gmail.com |
Toronto, Ontario, Canada |
Naglaa is a TESL Ontario certified instructor and trainer. She has extensive experience teaching EAP (English for Academic Purposes) as well as Introduction to Literature, Linguistics and Intercultural Communication courses at the university and college level. She has presented and published on English-Arabic translation, second language acquisition in Arab learners, teacher development and UDL (Universal Design for Learning) in Higher Education. Naglaa is currently completing a certificate in e-Learning Development at Seneca College, Canada. |
|
|
Watanabe, Masahito
|
wata33@gmail.com | Yokohama, Kanagawa, Japan |
Wata (Masahito) has been in charge of general English courses for university freshmen and sophomores more than thirty years. His general concern is English linguistics, phonetics and phonology, second language acquisition, and the others. He is a translator of a number of ESL/EFL related textbooks, such as Grammar in Use Intermediate Third Edition (R. Murphy, CUP), Language Arts: Process, Product and Assessment for Diverse Classrooms Fifth Edition (P. J. Farris and D. E. Werderich, Waveland Pr. Inc.), etc. |
 |
Thanks are due to Dr. Nellie Deutsch for providing a space on her Moodle site for Grammar for TESOL during EVO20 and EVO21.
Primary Contact:
Naglaa Salem
salemnaglaaut@gmail.com
Acknowledgement
By allowing your name to be put forward as co-moderator of this session,
you acknowledge the following:
-
I understand that session first-time moderators are required and returning moderators are encouraged to participate in the 5-week Moderators' Development Session from October 18 until November 15, 2021.
-
I am available to actively engage in the EVO session I have agreed to co-moderate between January 9 and February 14, 2021.
-
I further understand that
-
EVO sessions are free of advertising and commercial sponsorship.
-
EVO sessions are free and open to all
-
No academic credit may be given for participation.
Acknowledged
Naglaa Salem
Masahito Watanabe