Planning and Managing End-of-Unit Integration Activitiesraw[1][1] (1)[2].pptx

Planning and Managing End-of-Unit Integration Activities for middle school teachers

1. Planning and Managing End-of-Unit Integration Activities ‘Middle S chool  ’ Date: April 24th, 2024

2. Workshop: Task 1 ( Problematic situation)

3. Teacher A : "I teach language components and skills in isolation because this allows students to focus on mastering each one at a time. Teaching these components and skills separately is more practical and time-saving.” Teacher B : "I integrate all language components and skills in one lesson because I believe this enables learners to use the English language communicatively in real-life situations."

4. Outline Objectives of the Workshop Concept Defining Integrative Pedagogy integration of activities Theme-based Instruction Task-based language learning Task Principles of integrative pedagogy Integrative pedagogy in practice: sample task analysis Integrative recycling and implementation of unit syllabus content in end-of-unit activities/tasks Pedagogical considerations in designing and managing integration tasks Design and evaluation of integration tasks. Conclusions and Recommendations Open Floor for Questions and Discussion

5. Objectives 01 Develop pedagogical skills necessary for designing and evaluating end of unit integration tasks. 02 03 Show the practical application of integrative pedagogy by analyzing sample tasks, exploring methods to integrate and recycle skills in end of unit activities Demonstrate the relevance of using end-of-unit integration activities to foster learners ' language learning and proficiency .

6. Concept Defining In the context of English learning, integrative pedagogy simply means teaching different language skills together, like reading, writing, listening, and speaking. It's about mixing English lessons with real-life situations to help students learn and use the language in a more complete way. This approach helps learners not just with language, but also with thinking, communicating, and understanding different cultures. "In integrative pedagogy, learning is seen as a complex, dynamic process that involves the integration of cognitive, affective, and psychomotor domains. It emphasizes the interconnectedness of knowledge and skills across disciplines and contexts, aiming to promote deep understanding, critical thinking, and lifelong learning. “ Brown, J. S., Collins, A., & Duguid, P. (1989 ) 1- Integrative Pedagogy

7. 2- I ntegration Activities Integration of activities in English teaching involves tasks that merge multiple language skills, such as reading, writing, listening, and speaking, within a single lesson or activity. These activities aim to create meaningful and interconnected learning experiences for students, promoting deeper understanding and application of language skills in authentic contexts. By integrating different language components, integration activities facilitate language acquisition and communication development in English learners. (Richards & Rodgers, 2001).

8. Forms of Integrative Pedagogy Theme-Based Instruction Task-Based Approach

9. Theme-based Instruction “ Theme-based instruction in EFL teaching refers to an approach where language learning is centered around a specific theme or topic. This method integrates language skills such as reading, writing, speaking, and listening within the context of the chosen theme, providing learners with meaningful and authentic language use opportunities. Theme-based instruction aims to make language learning more engaging and relevant by connecting language acquisition to real-world contexts, thereby enhancing students' comprehension, retention, and application of language skills.” ( Larsen-Freeman, 2013)

10. Task-based language learning (TBLL) is an instructional approach where language learning activities are structured around the completion of meaningful tasks. These tasks are designed to simulate real-world language use and require learners to use the target language to achieve a specific goal or outcome (Ellis, 2003). TBLL emphasizes the importance of language use in context and encourages learners to develop their communicative skills through authentic, purposeful language tasks. 3- Task-based Language Learning

11. 4- Task “A task is an activity or assignment designed to elicit specific language use and communication among learners. Tasks are purposeful and meaningful activities that require learners to use language in order to achieve a goal. T asks are typically situated within real-world contexts and involve learners in problem-solving, decision-making, information-gap activities, or collaborative projects. The focus is on the process of using language to accomplish a task rather than solely on language forms or structures.” (https://bridge.edu/tefl/blog)

12. Some Types of Tasks Listing and/or brainstorming : You can list people, places, things, actions, reasons, everyday problems, things to do in various circumstances, etc. Examples: In pairs, agree on a list of four or five fruits/vegetables that you like the most and give at least one reason for including each fruit/vegetable. . Ordering and sorting : This can be sequencing, ranking or classifying. Example: Look at the four pictures. They are mixed up. Work in pairs. Put the four pictures in a sequence so that they tell a story. Prepare to tell your story to another pair. Matching : You can match captions / texts / recorded extracts to pictures, short notes or headlines to longer texts . Example: Read the texts – each is about a famous animal but the animal is not named – and look at the photos. Match each text to a photo. Then talk to your partner, and say how you were able to match them. Prepare to tell the class how you did it. Comparing: Comparison tasks can be based on two quite similar texts or pictures (a classic example is 'Spot the Differences') or places or events, etc., that learners have experience of. Learners can also compare their own work with that of another learner or another pair or group. Problem-solving : Students work together to find a solution for a given problem such as pollution, relationships , noisy neighbours ...etc. Then , they report their findings to the rest of the class for feedback.

13. 03 Learner-Centeredness Principles of I ntegrative P edagogy 04 Interconnectedness 05 Task-based Approach 01 Authenticity 02 R elevance

14. 01 Authenticity Relevance means aligning language learning activities with students' interests, needs, and goals to enhance motivation and engagement. 02 R elevance Authenticity is centered around the idea of Incorporating real-life language use and contexts into instruction to make learning relevant and meaningful for students. 03 Learner-Centeredness Learner-centeredness involves focusing on the individual needs, preferences, and learning styles of students, and providing opportunities for autonomy and self-directed learning.

15. 04 Interconnectedness The last principle of integrative pedagogy concerns emphasizing task-based language learning (TBLL), where language learning activities are structured around the completion of meaningful tasks that mirror real-world language use. 05 Task-based Approach This principle is about recognizing the interdependence of language skills (reading, writing, listening, speaking) and integrating them seamlessly in instructional activities to promote holistic language development .

16. Integrative pedagogy in practice: sample task analysis Task 1, 2, 3 and 4

17. Recycling and implementation of unit syllabus content in end-of-unit activities/tasks INTERPRETIVE PRESENTATIONAL VOCABULARY GRAMMAR

18. Pedagogical considerations CHOICE OF MATERIALS MODE OF WORK CLARITY OF INSTRUCTION TYPE OF FEEDBACK TIME MANAGEMENT STUDENT-LED

19. Designing End of Unit Integration Activities Lesson Plan Task 6

20. Questions and Discussion

21. Recommendations and Conclusion

22. TAKEAWAYS INTEGRATION OF SKILLS AND LANGUAGE COMPONENTS FROM INTERPERTIVE TO PRESENTATIONAL SKILLS SIMPLE TO COMPLEX INTEGARATION GROUP WORK : PAIR WORK UNIT PLAN ( TASKS SHOULD BE BASED ON ALREADY-TAUGHT MATERIALS, THEME AND TOPIC FEEDBACK IS PREFERABLY DELAYED STUDENTS-LED

23. Bibliography Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press. Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge University Press. Skehan , P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62. Willis, J. (1996). A framework for task-based learning. London: Longman .