Lesson reflections

As it developed i had an unscheduled class change the morning I was due to deliver this lesson hmmmm..Therefore I had to do some pretty fast paced last minute reshuffling to make it learner fit a class of a lower level than I had envisioned when I designed it. One thing at this stage became apparent was what a marvellously easy to adapt lesson this is.
The class, more a pre-int rather than a strong intermediate, responded well to the CALL information search segment. I felt the lead-in activities were particularly helpful, not only as an ice-breaker and an on the spot needs analysis for me, but it really familiarised the class with what was to follow.
Without exception they all became excited about actually carrying these tasks through and visiting the selected destinations. It certainly gave the task meaning and created highly motivated students and teacher.
I began to folow the lesson plan pretty much as is, just dummied it down slightly. Consequently the timing was a little out but because I omitted CALL task 2, far too difficult(the connectives sheet), we still managed to finish within the allocated time.
I had been a little apprehensive the free reign they had googling Auckland sites may encourage them off track - however by having them in groups of 3 they seemed to police each other and stay on task and successfully recorded the required information with very little input from me.
We skipped the 'çonnectives' feature and went straight to the negotiation / discussion segment. This area could have benefited from more time to practice discussion techniques.
Fortunately they all had similiar interests so it was not too difficult to agree on the itineary.
I quizzed them at the end about what they liked, learned, found helpful etc. Responses incuded use of authentic materials, purpose, meaning, usefullness of task.
Also visuals on the computer and in the lead-in helped as well as being in a group to support each other. They also found the learning of reading strategies very useful.
Overall I am very pleased with the execution of this lesson. I feel the objectives and outcomes were met and I will include it again with future groups. Also I was pleased to note it is workable with lower levels as well.

Completion!!!!

Well the lesson and essay are now complete. The whole process has certainly raised some personal questions for me concerning the whole learning autonomy concept when one is not face to face with a tutor or a class to bounce ideas and feedback with. Is online learning for me?? A little irony there I sence.
BUt for now the deed is done and the actual delivery of the lesson is scheduled for next week. So all shall be revealed soon enough whether this will actually work any better than it would had I not used CALL as a vehicle to achieve the samne outcome.
No doubt the next entry shall tell all. Till then...adios!!!!

Decisions..... and it is.. almost done. yippee !!!

Well the essay is well and truely under production and in fact is almost complete.
I eventually settled on my original plan of researching on net things to do to assist in filling every afternoon and weekends that they are left to meander around town.
Have added a segment on connectves to asist them with negotiaion, however I am of the opinion that it is excessive and in real life would probably not do it but this is not real life , this is study and not necessarily the same as real life when all is hypothetical at this stage. My actual lesson execution will give me a better idea of fine timing and tuning.

new material

lI suppose by having so long to plan a lesson just delays the inevitable. I am presented with too much choice. Whereas in actual life I would knock one out in less than an hour unless I want my entire life hinged around lesson plan production and that would turn my working week into about 100 hours!!!
As it stands today I shall stand by my original choice of researching tourist material and extend it with a vocab exercise using connectives to enhance the negotiation dialogue segment.
This choice is against my better instinct as I am of the persuasion that focussing on just one task is adequate for this lesson. Furthermore my students would benefit further from more time spent exploring entertainment options as they are on their own, young and want to maximise this opportunity to get out and about, see the sites and have some fun with language acquisition development occuring through this process.

More advanced planning

Well the planning stages are taking a life of their own. I am quite satisfied that i am on track with my learning outcomes and objectives and the tasks are realistic for their level and needs.
My only concern is possibly the whole concept is too loose to be graded with a decent mark.The CALL segment is exclusively looking up information on the internet to enable them to know enough to plan and execute an itinary that they will ultimately do as a class trip.
My concern is that I may loose them all as they will all be pursuing different links. The actual language connection, apart from the obvious content base, is a class task of negotiation and sharing of ideas and knowledge to plan the trip. Keeping in mind the focus of this course is fluency acquisition.
I reckon it will work and actually be really useful for them but will I have enough actual computer work on paper to satisfy the critaria for this assignment? hmmm....

Selectioon of material

I feel a little progress has been made although my pen has yet to touch the paper on the first draft.
My students are not here yet as the class is not scheduled to begin until early November. They are a group of young Japanese university students arriving under the pretense of study although past groups have been quite dedicated to the entertainment side of their study/holiday. I am aware of
what they like, what works etc as I have been taking these groups several times a year for a long time.
Generally the English they want is to enable them to make the most of their travelling experiences as they are not accompanied by a guide or teacher from Japan . Therefore it is up to them and me to enable, encourage and empower them to get out and about.
With this thought paramont in my lesson planning i am leaning towards "authentic tasks and texts" so they actually can take the ferry to Waiheke, go wine tasting, night clubbing or whale watching if that is what turns them on.
My querry is how to incorporate CALL lessons to include learning these things they want to know. The internet I guess , but it is so big and easy to get waylaid. WOuld a trip to the information centre and a stack of brochurs not be just as useful, easier and practice at making themselves be understood?

call

I can't see my entry from yesterdray.
Well yet again I am deliberating should I try to be original or do what is easy.
My current querry I am still in designing stages of the modal lesson. We all have heard the marvels of using authentic text so..... using good old tangible paper read for informtaion and use just a part of a package for vocabulary of persuasion to use , (write, speak???) .Should I get them to type it and then extend it from there or perhaps remembering the whole point of making it meaningful and usefull perhaps engaging in spoken dialogue will serve my lesson objectives of promoting fluency and it may benefit these holiday/study learners to actually get out there and use it. hmmmm
I wonder where yesterdays entry ended up.,