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2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others' lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

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2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others' lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

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Mini Lesson Writing Lesson Format 20 (1)

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These are possible activities to do in class as well as necessary pedagogy.

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- Read Alouds
- small group conversations (think-pair-share)
- KWL charts
- Word Sorts/webs

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- Developing Wordless Pictures
- Dramatizing Stories
- Drawing setting maps
- Marking plot profiles

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- choral reading
- rapping/singing poems
- adding digital features to poems (dual coding)
- writing original poems

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This resources help teachers see if students have audio processing issues. It also helps to build students overall listening skills.

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Way back in 1965, I demonstrated a powerful linguistic tool in a pioneer experiment using the Japanese language with my research associate, Dr. Shirou Kunihira. That tool is the Total Physical Response, now known worldwide as simply, TPR. Since that time, scores of language classes using TPR in countries around the world have enjoyed successful results for students acquiring European, Asian, Indian and Semitic languages.

Why comprehension is important

TPR research opened up the concept that for children and adults acquiring another language in school, success can be assured if comprehension is developed before speaking. One important reason: Everywhere on earth in all languages throughout history, there is no instance of infants acquiring speaking before comprehension. Comprehension always comes first with speaking following perhaps a year later.

A second reason is that talking and comprehension are located in different parts of the brain. Talking comes from Broca's area located in the frontal lobe of the left brain. If there is damage in Broca's area, one may understand what people are saying but the person is unable to speak. Understanding or comprehension takes place in Wernicke's area located in the temporal lobe . If there is damage to Wernicke's area, one can speak but has difficulty understanding what others are saying. This has significance for language instruction which I will explain next.

Beware of "brain overload"

When the instructor in traditional classes asks students to "Listen and repeat after me!," this may be brain overload because both the frontal lobe and the temporal lobe in the brain light up at the same time resulting in slow-motion learning with short-term retention. (Noted educator, Leslie Hart, calls "brain overload" a type of brain antagonistic instruction.)

Well then, if comprehension is important, how about using translation to help students comprehend?

Unfortunately, translation does not help most students because there is no long-term understanding. When students translate, there is short-term comprehension which is erased the moment the student leaves the classroom, if not sooner. The problem with translation is that the instructor has made an assertion which the critical left brain of the student perceives as a "lie".

For example, to claim that this is a "desk" and this is a "chair" and this is a "window" is absurd in the student's brain. The Japanese student,for example, along with the other students in his/her classroom, have thousands of life experiences that validate this as "tsukue" and this as "isu" and this as "mado." Students simply do not believe the assertions by the instructor.

What is the alternative to translation?

TPR is a powerful alternative to translation because we create experiences in the classroom that are "believable." If we ask students to be silent, listen to a direction and do exactly what the instructor does, we have created a "fact" which cannot be dismissed by the critical side of the student's brain.

Here is an example of how the student's brain is processing information at lightning speed: If "stand" does not mean to rise up from my chair, why did my body actually go from sitting to standing when I heard the instructor say, "Stand"? If "walk" does not mean to move forward, why did my body walk forward when the instructor said, "Walk."? These strange utterances must be valid.

TPR creates facts which make for long-term comprehension. At lightning velocity, the student's brain processes information like this: "I actually stood up when the instructor uttered the alien direction: 'Stand.' It is a fact. It is true. It actually happened; therefore, I can store this in long-term memory." The result is TPR can achieve long-term retention in a few trials, often in one-trial.

How to present a believable sample of the target language

Dr. Ashers' first book, Learning Another Language Through Actions (in the 6th edition now)provides an excellent basis in research and some lessons)

Berty Segal Cook's basic Teaching English through Actions ( also available in Spanish, French,German, Japanese, and Russian) a Teachers's Guide of 102 TPR Lesson Plans has been used in districts across the United States and in 18 other countries

Ramiro Garcia's Instructor's Notebook: How to apply TPR for Best Results 4th edition

All 3 are excellent resources and can be ordered.( see order form)

Once students actually understand, then what?

Once they understand, you can then use this skill to move over into Broca's area of the left brain with traditional exercises in speaking, reading, and writing. Then return to the right brain with more TPR to understand another sample. Then use that understanding to switch to speaking, reading, and writing.

The first order of business

The first objective in any excellent language program is enabling students to be comfortable and confident with the sounds, the grammatical patterns, and semantics of the new language. That can be accomplished with students of all ages including adults using concrete nouns, adjectives, verbs, prepositions, and adverbs.

Do not underestimate the power of the concrete in acquiring another language. Everyone of us did it with our native language. One can acquire true fluency at a concrete level.

How about abstractions

Abstractions will come later, not necessarily by direct instruction but in the context of discourse. Traditional textbooks, in my opinion, are notorious for trying unsuccessfully to force understanding of abstractions before students are ready.

Notice that when children acquire their first language, they become fluent native speakers at a concrete level of discourse; then gradually acquire abstractions in context or by asking direct questions such as: "Mother, what does 'government' mean?" Mother then explains using simple language that the child understands.

To break language apart into artificial categories such as phonology, vocabulary, grammar and semantics is of keen interest to teachers, but of no concern to students because in the process of achieving fluency with TPR, they internalize everything simultaneously with no analysis, in the same way that children acquire their first language. Analysis into artificial categories is fine to "polish" the target language for advanced students who are already fluent, but not for beginners or even intermediate students.

I do recommend, however, that five or ten minutes at the end of a session be open to curious students who prefer to ask questions about pronunciation or grammar.

Does TPR really help students with grammar?

It does.
With TPR, students understand grammar in the right brain but cannot tell you how grammar works. If your intent is getting specific points of grammar , point out the grammatical form AFTER it has been experienced ( the right brain..truth of the experience), and after the student is already familiar with the vocabulatyinto the left brain for analysis, then Schessler's book can help.

Remember, the right brain internalizes without analysis for high-speed learning. The critical left brain must analyze everything which makes for agonizingly slow-motion learning. Excellent guidelines to keep in mind for teaching any subject come from Leslie Hart who calls left brain learning "brain antagonistic" instruction while right brain learning is "brain compatible" instruction. (For more on right-left brain research discoveries in more than 4,000 studies, read my books: Brainswitching: Learning on the Right Side of the Brain and The Super School: Teaching on the Right Side of the Brain.)

How to make the transition to speaking, reading, and writing?

After ten to twenty hours of TPR instruction, role reversal is one way to make the transition (students assume the role of instructor to direct you and other students).

Once the students are into Role Reversal they can begin to see the words and go into Speaking, Reading, Writing... the Student books We Learn English ( Spanish, French, German) provide lessons/activities in Speaking, Reading, Writing, all related to vocabulary acquired in Listening lessons and ALL based on comprehension...This is well elaborated in Berty Segal Cook's Teaching Language through Action program.

Later. Student-created skits, which they write and act out, are another transition. Storytelling is a third option .

Student Pronunciation.

Most studies converge on this conclusion: If you start a second language program before puberty, children have a high probability of achieving a near-native or even native accent. After puberty, students can still acquire another language but most all will have some accent even if they live for fifty years in another country where the language is spoken.

There is another intriguing fact about the right side of the brain:
The right brain can process information coming in on parallel tracks while the left brain is limited to one track. This has profound implications for acquiring other languages in school. If we use the powerful tool of TPR for understanding on the right side of the brain, then it makes sense to start students in elementary school with several languages which the right brain can easily handle without interference.

If TPR is applied skillfully by elementary school teachers, students can graduate from the 8th grade understanding two, three or four languages which can be further "polished" in high school bringing students to fluency. Remember, the earlier we start internalizing other languages, the higher the chances of acquiring a near-native or even a native accent in each of those languages.

References:

Asher, James J. (2003). Learning Another Language through Actions (6th edition). Los Gatos, CA: Sky Oaks
Productions, Inc.

Asher, James.J. (2002). Brainswitching: Learning on the right side of the brain. Los Gatos, CA: Sky Oaks
Productions, Inc.

Asher, James J. (2000). The Super School: Teaching on the right side of the brain. Los Gatos, CA: Sky Oaks
Productions, Inc.

Garcia, Ramiro. (2001). Instructor's Notebook: How to apply TPR for best results (4th edition). Los Gatos, CA: Sky
Oaks Productions, Inc.

McKay, Todd. (2004). TPRS Storytelling: Especially for students in elementary and middle school. (Available in English, Spanish or French). Los Gatos, CA:
Sky Oaks Productions, Inc.

Segal Cook , Berty Teaching English (Spanish, French, German, Japanese) Through Action. Berty Segal Cook

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What is TPR - Updated: Immersion and Dual Language

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Way back in 1965, I demonstrated a powerful linguistic tool in a pioneer experiment using the Japanese language with my research associate, Dr. Shirou Kunihira. That tool is the Total Physical Response, now known worldwide as simply, TPR.

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Multi-Tiered System of Support

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SDAIE InclusionTips For Teachers - 06.doc

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Educational Games, Worksheets, and More for Kids

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Download, print, or work on activities interactively today!

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Whole Brain Teaching - The fastest growing education reform movement in the world!

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You must be a member of our Super Improver group to access all trainings. These are Facebook Live events where you can comment live to ask questions and join in the fun. Recordings of past trainings will also be available to view anytime using the same link above.

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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Learning objectives can be identified as the goals that should be achieved by a student at the end of a lesson. The objectives of a lesson describe the base knowledge and skills we want our students to learn from our lesson. Simply put it's what the student can do after they unit has been introduced. Your choice of materials, topics and logical structured presentation of a lesson has a direct influence on the objectives or goals you want your students to achieve.

See also: What is flipped classroom

Having a clear learning objective assists the facilitator or teacher in the basic course design. It helps with the creation of assessment, which in return showcases the student's ability to achieve the objectives through collecting data. Monitoring a student's progress throughout the learning process is vital to understand whether they are able to reach the learning objective or not. Furthermore, assessing students help the teacher to realize whether teaching methods should be adjusted or not.

See also: Instructional design

Having specific goals help the logical flow of a lesson. It's vital that a lesson is tailored to achieve detailed lesson objectives. In order for the lesson to have a positive and constructive outcome. Basically, to make sure that students achieve the aim of the lesson.

See also: ADDIE model

This process can be simplified by following a basic formula: The ABCD approach. By using this formula, you will be able to create clear and effective objectives. It consists of four key elements: ( A) Audience, ( B) Behavior, ( C) Condition, and ( D) Degree.

A-Audience: Determine who will achieve the objective.

B-Behavior: Use action verbs (Bloom's taxonomy) to write observable and measurable behavior that shows mastery of the objective.

C-Condition: If any, state the condition under which behavior is to be performed. (Optional)

D-Degree: If possible, state the criterion for acceptable performance, speed, accuracy, quality, etc. (Optional)
Please note that not every learning objective must contain a condition or state a degree. Please also note that objectives may not be written in this order (ABCD).
Examples:

Below are some example objectives which include Audience, Behavior, Condition, Degree

1. "Students will be able to apply the standard deviation rule to the special case of distributions having a normal shape."

2. "Given a specific case study, learners will be able to conduct at least 2 needs analysis. "

3. "Given a diagram of the eye, students will be able label the 9 extra-ocular muscles and describe at least 2 of their actions."

4. "Students will explain the social justice to ensure that adequate social services are provided to those who need them in three paragraphs."

See also: Instructional design models

Audience

First you need to establish what prior knowledge your students have. Assess whether your students know any of the materials you want to present. What experiences do they have prior to coming into the classroom? By taking into account their valuable prior-knowledge you will be able to create an innovative lesson, with unique content. Content that your students don't know about yet.

Prior knowledge can be assessed by giving all students a pre-test or a pre-course quiz. It's vital to accurately understand a student's prior knowledge to avoid misconceptions and misunderstandings. In this way you can avoid repeating information they already know as well as adjust your learning objectives accordingly.

This also gives you the opportunity to get to know your students that will help you adapt your teaching styles and methods. It's important to know what motivates your new audience, what are their values and personality types. You can also discover what kind of learners they are. By assessing your students' prior knowledge, you can add activities and worksheets that they will find interesting and can relate to.

Now, you can also make sure that the content you want to present are relevant to their reference frameworks. You can add extra materials and topics to challenge them and to tailor the learning objectives to the skills that they need to obtain and not the skills they already have.

After identifying your Audience by keeping the above-mentioned alternatives in mind you can start writing down your learning objectives. Usually it starts with a phrase like,
" After reviewing this section, students will be able to..." or " After completing this activity, learners will be able to... "

See also: What are MOOCs

Behavior

It's quite simple to understand the different behaviors shown by students. By using the Blooms taxonomy theory, you could classify individuals into three different groups by assessing their intellectual behavior. Behavior can be assessed by observing and measuring a student's ability to apply new skills they have learned and how they display knowledge of the new skills.

Here is a list of the classifications by the Bloom's Taxonomy to measure proficiency and competence from a learner:

Domains of Bloom's Taxonomy

Bloom states that learning occurs in three different learning domains: Cognitive, Affective, and Psychomotor.
Cognitive domain learning refers to the student's ability to think and use their brain power. Psychomotor domain learning refers to a student's physical ability to use an instrument or tool. Affective domain learning refers to the student's ability to resolve conflict and their emotional stability and growth.

Cognitive domain

The cognitive domain is further divided into two sub-categories: Cognitive process dimension and the Knowledge dimension.
1.Cognitive process dimension
This domain involves the process we use to apply and showcase our intellectual skills. Ranked from lower to higher order complexities: remember, understand, apply, analyze, evaluate, and then finally create.
2.Knowledge dimension
Students have different ways of showcasing and applying their knowledge just as much as they learn in different ways:

Metacognitive: Learners focuses on contextualizing, self-knowledge, strategy, and cognitive tasks.

Conceptual: Learners focuses on theories, assemblies, categories and groupings, ideologies and generalizations.

Factual: Learners focuses on facts, specific details and terminology

Procedural: Learners focuses on using different algorithms, techniques and methods, following step-by-step guidelines for specific scenarios.

Basically, the cognitive domain refers to the kind of intellectual learners we are whereas the knowledge domain identifies the ways in which we use knowledge.

The cognitive process levels are categorized from lower-order to higher-order thinking skills: remember, understand, apply, analyze, evaluate, and create.

Cognitive Level Description Verbs Commonly Used in Cognitive Objectives

Create Putting elements together to form a coherent or functional whole; re-organizing elements into a new pattern or structure through generating, planning, or producing
Generate, plan, produce, develop, construct, invent, manage, modify, organize, create, design, devise, formulate, invent, prepare, propose, construct

Affective domain

This domain refers to the emotional capability of an individual and in which ways they act and react towards is. It puts emphasis on five subjective influences such as values, emotions, motivations, appreciations, and personal attitudes.

The five levels under the Affective domain refers to Characterizing - To be able to manage and resolve. Organizing - to be able to formulate, balance and discuss. Valuing - To be able to support and debate. Responding - To be able to volunteer, work together and to follow, and Receiving - To be able to differentiate, accept and listen.

The learner can be affected and influenced in many different ways. Learning objectives need to meet the different needs of a learner.

Psychomotor domain

Psychomotor domain is the learning and combination of old and new skills that involves physical movements.

This domain categorizes skills in five different levels:

Once you understand the behavior of your learners you will be able to adapt your learning objectives according.

Condition

The third step in the ABC procedure is looking at the different conditions. Ask yourself when writing your lesson aims and objectives - What conditions am I surrounded in?

This can also refer to specific tools and materials a student may need to apply in the lesson as well as the classroom situation. If you have a very small classroom you can't have a lesson objective where students should roam around and ask each other questions. You won't get the outcome you desire. Do your students have the necessary equipment to be able to perform and achieve the lesson objective?

Think practically - What kind of equipment is available to you, are they necessary in order for you to achieve the aim? What kind of equipment should not be allowed in the classroom? Will the conditions of having too many things in the classroom be disruptive and hinder the learning outcome?

Remember that conditions influence the learner's performance and in effect the overall behavior. The following examples does not describe conditions:

Given a three-part lecture....

After completing this unit....

Given that the student has passed an introductory course....

Degree

The last step in the ABCD Approach is 'Degree'. This basically refers to the level in which a learner should perform for it to be seen as credible. The learning objective should either be at its highest level, which means that the student can produce the aim with precision and without any mistakes. Leading to the lowest level where the student can't produce the aim at all and are making many mistakes.

To which degree should the students be assessed against to be classified as 'achieving the aim'?
The degree can be described as: A student can "successfully construct" or A student can "accurately describe." Be sure to elaborate on 'successful' and 'accurate' to make sure the students are fairly assessed.

You can be more specific in your assessment criteria in stating: A student can "list all 12 moving parts" or A student can "name all parts of a machine."

When writing down the degree to which students are assessed in your learning objective make sure that it's stated accurately. Unacceptable criteria are vague for example: "must be able to make 80 percent on a multiple-choice exam" or "must pass a final exam" or "to the satisfaction of the instructor" are not precise enough and can't count as a degree.

Rather change "To the satisfaction of the instructor" to "according to an instructor-supplied checklist of criteria."

The assessment criteria should be easily measured by looking at the student's performance.

Many instructors, teachers and facilitators don't value the importance of writing learning objectives. It's vital to any class and should be given some thought. Learning goals, aims and objectives should be very clear before doing any kind of lesson plan. A teacher should know what they are working towards in order for students to reach their full potential and achieve the aim of the class. Writing a decent and thorough learning objective shows competency and skill of the instructor.

Using the ABCD method (Audience, Behavior, Condition and Degree) will help you clarify your learning objectives and ultimately help you and your students achieve a better outcome.
Action Words and Phrases to Avoid
Your objectives should be free of vague or ambiguous words and phrases. Below are some of the action verbs that are not observable or measurable:

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Using Bloom's Taxonomy to Write Effective Learning Objectives: The ABCD Approach - Educational Technology

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Learning objectives can be identified as the goals that should be achieved by a student at the end of a lesson. The objectives of a lesson describe the base knowledge and skills we want our students to learn from our lesson. Simply put it's what the student can do after they unit has been introduced.

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final Exam Professional Analysis pre-student Teaching 20.docx