English Phonetics and Phonology - Week 15: Regional Accent Variety Project

Introduction: Hello and welcome to the Week 15 of the course English Phonetics and Phonology for the Bachelor's in English Teaching at ULACIT term IIIC 2023. This week we will listen to you English regional accent variety project.

Today's Goals: 

• Take the end of course diagnostic test to see how much you have learned about pronunciation this term.
• Explore the unique pronunciation features of a regional English variety. 

Guiding Questions: 

• What are my takeaways from this course?
• How does English pronunciation vary by accent?

Task 1: /teɪk jɔr ɛnd fə cɔrs daɪəgˈnɑstɪc tɛst/

Click the link below and review the questions to see how your knowledge of English pronunciation has expanded during the course. 

• Group Link: CLICK HERE

 Culture & SLA - Week 14 - Multicompetence and Learner Identity

Introduction: Hello and welcome to Week 14 of the course Culture and Second Language Acquisition for the master's in English teaching at ULACIT term IIIC0 2023. In this class we will explore the topic of multicompetence as a model to explain the unique abilities of the L2 learner and discuss its implications on our role in L2 learner identity formation. We will also share our reactions to the the cultural analysis reading you were assigned and we'll take time for a final review and reflection on the topics seen in this course.

Today's Goals:

• Look back and topics, assignments, and activities covered in this course and express ways in which our beliefs and understandings of culture have changed, deepened, or remained the same.
• Explore the features of Multicompetence as a model for healthy L2 learner identity formation.
• Discuss the roles we have as teachers in shaping our students' identities as L2 and C2 learners.
• Analyze and evaluate the claims of a published study of Costa Rican cultural perspectives.

Guiding Questions:

• What are my biggest takeaways from this course?
• What are the implications of the concept of multicompetence on my views about ELT?
• What role do I play in shaping my students' identities as L2 and C2 learners?
• How would I describe the perspectives of my culture to an outsider?

Community Builder: Course Review and Reflection

This is the final regular class of the term. We have covered a lot our first 13 lessons. Let's take a moment to look back at some of the key concepts, readings, assignments, and class activities. Click the link below.

• Group Link: CLICK HERE

Theory Break: Imagined Communities and Identity

Quotes from Last Week: 

• English Language Learner or Multilingual Speaker: The authors discussed the perspectives about multilingualism in English speaking countries where non-English native speakers, who may be quite proficient speakers of English as well as their L1 and additional languages, are seen by the overwhelmingly monolingual native English speaking population as deficient speakers and are “often positioned within a deficit framework that limits the kinds of identities and communities that can be imagined by and for these learners.” In the extreme case are cultural perspectives that “equate bilingualism and non-native speaker status with disability and cognitive impairment (p. 596).”

• The authors also talked about possible strategies to counteract these prejudiced cultural perspectives about legitimacy and ownership of English in the area of writing. “The written medium is ideal for this discursive battle over legitimate ownership” because in spoken interactions L2 speakers’ views can be dismissed because of their foreign accent or ethnic appearance but “published texts constitute excellent equalizers and unique arenas where accents are erased and voices imbued with sufficient authority (p. 597).”

Task 2: Introduction to Multicompetence 

Vivian Cook's (1999) model of Multicompetence provides us with an alternative way of viewing the nature of the language learning process, the goals it should have, ELT curriculum and the implications this has in the way language should be taught and our role as teachers. This topic has connections to the topic of learner identity and there are parallels between the ideas of Multicompetence and the outcomes of culture learning.

• Group Link: CLICK HERE

Theory Break: Implications of Multicompetence

• "Being a native speaker is ... an unalterable historic fact; you cannot change your native language any more than you can change who brought you up (Cook, 1999)."

• "L2 students cannot be turned into native speakers without altering the core meaning of native speaker in English. A view such as 'adults usually fail to become native speakers' is like saying that ducks usually fail to become swans: adults could never become natives speakers without being reborn (Cook, 1999)."

• Most L2 users differ from L1 monolinguals in the way they know and use the L1 and the L2, but...should such differences be seen as deficits from the native speaker standard (Cook, 1999)?"

• "L2 users have to be looked at in their own right as genuine L2 users, not as imitiation native speakers (Cook, 1999)."

• Implications for teaching: 

• Classroom teaching should be related to L2 user goals.
• Incorporate successful L2 users in course materials and encourage learners to identify Multicompetent L2 users as language role models. 
• Native English speaking teachers are not the best teachers by virtue of their L1.
• Acknowledge students L1 in class activities. 
• View students' L1 knowledge as a meaning making resource.
• Encourage codeswitching

• Taking a multicompetent view of L2 learners can, "begin to acknowledge that L2 users have strengths and rights of their own by giving the students role models of L2 users in action and by requiring the use of both languages by one person: in short, convincing students that they are successful multicompetent speakers, not failed native speakers (Cook, 1999)."

Task 4: Reading Reaction - Outsider Analysis of Costa Rican Culture

Click the group link below and follow the instructions in the document.

• Group Link: CLICK HERE

References:

Cook, V. (1999). Going Beyond the Native Speaker in Language Teaching. TESOL Quarterly, 33(2), pp. 185-209.

Hiltunen Biesanz, M., Biesanz, R., Zubris Biesanz, K. (1998). The Ticos: Culture and Social Change in Costa Rica. Lynne Rienner Publishers

Moran, P. (2001). Teaching Culture: Perspectives in Practice. Heinle Cengage Learning.

Pavlenko, A. & Norton, B. (2007). Imagined Communities, Identity, and English Language Learning. In J. Cummins & C. Davidson (Eds.), International Handbook of English Language Teaching Part II (pp. 589-600). Springer.

 Design and Evaluation of Training Programs - Week 14 - Implementing and Evaluating a Training Course

Introduction: Hello and welcome to Week 14 of the course Design and Evaluation of Teacher Training Programs and Workshops for the Master's in English Teaching at ULACIT Term IIIC 2023. Today you will present your Sample Training Module designs.

Today's Goals:

• Present your Sample Training Module project designs.
• Give feedback on the modules presented by your peers.

Guiding Questions:

• What design considerations did we think about when creation our training tasks?
• How do I feel about the ADDIE model of curriculum development?

Reminders: What's Left?

Before we begin your workshops, let's review the pending assignments for this course.

• Ongoing PD Program Propsal: CLICK HERE
• LinkedIn Learning Certificate (5%)
• CEPA (5%)

Reflecting on our Projects: During this term we have been following the ADDIE model to develop a sample teacher training course. Let's review some key components of this strand of the course.

• Training Strand Learning Tasks: To address the training strand of this course, you completed a multi-stage project that follows the ADDIE model.

• Group Link: CLICK HERE

 

• Training Strand Learning Content: To build your knowledge of the training strand of this course and prepare you for success in the training strand project components, you learned about the following ideas.

• Graves: Chapters from our main textbook "Designing Language Courses".

• A Systems Approach to Course Design
• Defining the Context
• Assessing Needs
• Conceptualizing Content
• Designing an Assessment Plan
• Organizing the Course

• Linkedin: You also watch videos in the course "How to Design and Deliver Training Programs".

• Identify Employee Training Needs
• Develop an Employee Training Course
• Classroom Facilitation Techniques

• Others: There were additional readings and topics shared by the teacher.

• The Personality Parade: Training All Types of People
• The Kirkpatrick Model of Training Evaluation
• Andragogy and Knowles' Six Principles of Adult Learning

Workshops: Peer Feedback

Use the prompts below to give some feedback to your partners about their training designs.

• Something I think was effective about your training was...
• The part about ... was meaningful to me because ...
• One thing I like about the design of your course is ... because ... 

• You might want to consider ... because ...
• One suggestion I have is ... 

  English Phonetics and Phonology - Week 14: Key Concepts in English Pronunciation

Introduction: Hello and welcome to the Week 14 of the course English Phonetics and Phonology for the Bachelor's in English Teaching at ULACIT term IIIC 2023. This week we will complete a number of interactive tasks to review and articulate 10 key concepts in English phonetics and we will review a framework for designing pronunciation instruction.

Today's Goals: 

• Articulate 10 key concepts in English phonetics and phonology.
• Review a template for designing effective pronunciation instruction.

Guiding Questions: 

• What are my takeaways from this course?
• How can I design an effective instructional sequence for pronunciation?

Task 1: /ənˈkʌvɚɪŋ tɛn ki kɑnsɛpts ɪn prənənsiˈeɪʃən/

Click the link below to review 10 important ideas we have seen in this course.

• Group Link: CLICK HERE

Task 2: /lɝnɪŋ tə ræp/

Let's take a look at a brief instructional sequence for teaching pronunciation whether it's a planned lesson or an improvised mini-lesson you create to address a pronunciation issue notice during class.

 Teaching Grammar - Week 14 - Our Grammar Lessons

Introduction: Hello and welcome to Week 14 of the course Teaching Grammar for the Bachelor's in English Teaching at ULACIT Term IIIC 2023. In this class you will present your Grammar Lesson Plan project as if you were working with real students and then we will discuss the design choices you made when writing the plan. 

Today's Goals:

• Demonstrate your grammar lesson plan by teaching a brief lesson sequence.
• Describe the design choices you made when developing your plan and materials.
• Reflect on Thornbury's principles for grammar teaching and identify strengths and areas of improvement in your plan.

Guiding Questions:

• What makes an effective grammar lesson?
• What principles guide my approach to grammar teaching?

Task 1: Your Grammar Lesson

Share your Grammar Lesson Plan project by teaching it as if you were really working with a group of students. 

Task 2: Analyzing your Plan

Let's reflect on the grammar teaching rules you articulated last week as well as Thornbury's six principles. What connections can you find between these rules and your plan and the way you taught the lesson? With these ideas in mind, what aspects of your plan are strong and what are some areas of improvement?

• Group Link: CLICK HERE

Task 3: Upcoming Assignments

You have one more important assignment coming up.

• Textbook Review: CLICK HERE

References:

Thornbury, S. (1999). How to Teach Grammar. Pearson. 

   Culture & SLA - Week 13 - Learner and Teacher Identity in SLA

Introduction: Hello and welcome to Week 13 of the course Culture and Second Language Acquisition for the master's in English teaching at ULACIT term IIIC0 2023. This week we will explore the topic of learner and teacher identities and the concept of the language ego in the SLA process.

Today's Goals:

• Explore the concept of public and private self and discuss to what degree your preferences are idiosynchratic or culturally informed.
• Analyze the influence of imagined community memberships on the learning of English around the world. 
• Discuss the roles we have as teachers in shaping our students' identities as L2 and C2 learners.

Guiding Questions:

• How do learners view their personal identity when learning a foreign language?
• How do cultural, social, and personal components intersect in learners' identity in ways that effect their language learning process?
• What role do I play in shaping my students' identities as L2 and C2 learners?

Task 1: Public or Private Self?

Ideas about what kinds of information are appropriate to discuss publicly and which are private depend both on personal and cultural factors. An exploration of this topic can help us better understand different cultural perspectives and it also helps introduce the topic of identity which will be the central focus of today's lesson. Click on your group link below and complete the quiz individually. Then compare your results with your partners.

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE

Theory Break: Cultural Persons - Our Identity(ies) as Cultural Beings

• "Culture resides in persons, in individuals. Each member of a culture, like a miniscule twist in a kaleidoscope, refracts and reflects the common colored lights of their culture in a unique display, recognizably similar yet unquestionably different (Moran, p. 98).”

• “Like other aspects of culture, identity is both explicit and tacit. There are aspects of ourselves that we can describe or put into words and there are others that we cannot express, or that are simply outside of our awareness. Not until we find ourselves in situations where our sense of self – our values, beliefs, practices – is called into question do we perceive the tacit dimensions of our identity (Moran, p. 99).”

• “Identities become even more complex when persons of one culture and language enter other cultures and learn other languages. The degree to which they do or do not integrate these new ways of thinking, acting, and interacting affect their cultural identity. For those of us who are nonnative teachers, these dimensions of our identity emerge in our language classrooms (Moran, p. 103).”

• Exploring our avowed and ascribed identities: CLICK HERE 

• “When students whose first language is not English first encounter the learning of English as an additional language, they cannot really avoid the issue of learner identity (be it imposed, assumed, and/or negotiated) because they must participate in a community different than what they are used to (Farrell, p. 33).” 

• “Throughout their careers teachers construct and reconstruct (usually tacitly) a conceptual sense of who they are (their self-image), and this is manifested through what they do (their professional role identity) (Farrell, p. 34).”

• “TESOL teachers, who are often the first contacts for newcomers in ESL situations and cultural informants in EFL situations, play a key role in not only helping to construct their L2 learners’ identities but also determining how they want to construct their own identities as TESOL teachers (Farrell, p. 35).”

• "At the very least, TESOL teachers can reflect on their own L2 learning experiences as well as their intercultural experiences and identity formation and revisit their classroom teaching practices with those reflections in mind (Farrell, p. 36).”

Task 2: Imagined Communities, Identity, and Language Learning

Pavlenko and Norton discuss the role of idenitty formation and how that shapes English learning around the world. Click your group link below and discuss the questions with your partners. It might be best if you have your study guide available for reference.

• Group Link: CLICK HERE

Task 3: Exploring Bilingual Teacher Identities

Joyce is a Costa Rican English teacher who moved to the US for several years to teach Spanish. In this recording she shares differences in how she viewed herself as a teacher and how others viewed her in both circumstances. Listen to the interview then discuss the questions.

• What aspects of Joyce's teacher identity seem to be important?
• What were some of the differences between how she viewed herself and her role as a teacher and they way that others viewed her?
• What other ideas about the topic of your teacher identity were provoked in you by this recording?

Task 4: Exploring Our Teaching Personas and Language Egos
Click the worksheet link and work with your partners to discuss the questions. You do not need to write.

• Discussion Questions: CLICK HERE

References:

Moran, P. (2001). Teaching Culture: Perspectives in Practice. Heinle Cengage Learning.

Pavlenko, A. & Norton, B. (2007). Imagined Communities, Identity, and English Language Learning. In J. Cummins & C. Davidson (Eds.), International Handbook of English Language Teaching Part II (pp. 589-600). Springer.

  Design and Evaluation of Training Programs - Week 13 - Group Collaboration Time

Introduction: Hello and welcome to Week 13 of the course Design and Evaluation of Teacher Training Programs and Workshops for the Master's in English Teaching at ULACIT Term IIIC 2023. Today we will do a few activities to reflect our PD Journal writing this term and the professional development tips we learned through the readings and our in-class activities. Then we will se a sample presentation showing how we might organize our PD Program Proposal project. Then we will spend the rest of our class time working on our training module. 

Today's Goals:

• Reflect on your experiences journaling this term and on the PD tips that you found most useful.
• Analyze a sample PD Program Proposal presentation similar to the one you will give in Week 15.
• Collaborate with your partners to continue building your sample training module in Canvas.

Guiding Questions:

• What topics in the professional development strand of this course were most meaningful to me?
• How can I support the ongoing professional development of teachers at my school by offering a selection of practical initiatives?
• How can we design an effective training experience that combines both asynchronous and synchronous elements?

Warm Up: Teacher Debates

In your breakout rooms you will compete in a series of debates. In each round two people will be the debaters and the others will be the judges. For each topic the judge will choose one of the debators and spin the wheel to see what topic they get. That debator must argue in favor of this statement for 60 seconds despite their personal feelings. The other debator must argue against them for 60 seconds. When the time is up, the judges decide who the winner is based on who gave the best arguments.

Task 1: Sharing your PD Journal

We've come to the end of your PD Journal project this term. Click the link and discuss the questions to reflect on your experiences regarding the professional development strand of this course. 

• Group Link: CLICK HERE

Task 2: Beginning of the Year Staff Meeting

Let's take a look at how you might organize your Ongoing Professional Development Program presentation for Week 15. 

Task 3: Group Collaboration Time

The rest of today's session is dedicated to small group collaboration time regarding your upcoming Sample Training Module project in Canvas. Feel free to ask your teacher any questions you may have. 

References:

Richards, J. (2017). Jack C Richard's 50 Tips for Teacher Development. Cambridge University Press.

 Teaching Grammar - Week 13 - What Makes an Effective Grammar Lesson?

Introduction: Hello and welcome to Week 13 of the course Teaching Grammar for the Bachelor's in English Teaching at ULACIT. In this class we will do several activities to explore the question, What Makes an Effective Grammar Lesson? 

Today's Goals:

• Articulate your personal rules of grammar teaching.
• Analyze a sample grammar lesson and make suggestions for improvement according to your rules.
• Continue planning your grammar lesson plan assignment 

Guiding Questions:

• What makes an effective grammar lesson?
• What are my personal rules for grammar teaching?
• How can we organize the instructional sequence in our grammar lesson plan?

Task 1: Rules for Teaching Grammar

Click on your group link below and follow the instructions in the document.

• Group Link: CLICK HERE

Task 3: Upcoming Assignments

You have two important assignments coming up.

• Lesson Plan: CLICK HERE
• Textbook Review: CLICK HERE

References:

Thornbury, S. (1999). How to Teach Grammar. Pearson. 

  English Phonetics and Phonology - Week 13: Basics of Stress, Prominence, and Rhythm

Introduction: Hello and welcome to the Week 13 of the course English Phonetics and Phonology for the Bachelor's in English Teaching at ULACIT term IIIC 2023. This week we will explore some basic suprasegmental features of pronunciation like rhythm, stress, and prominence.

Today's Goals: 

• Review a new phoneme that only exists in some regional English accents.
• Use content words to identify the rhythm of a text.
• Break a text into thought groups to analyze and read in a natural way.

Guiding Questions: 

• What is the difference between the /w/ and /hw/ phonemes?
• What does it mean to say that English is a stress-timed language?
• How do we use thought groups to organize our ideas in spoken language? 

Task 1: /lɛts lɝn ə nu ˈfoʊnim/

Your Regional English Accent Variety project is coming soon. Let's start our class today by reviewing a phoneme that only exists in certain regional dialects.

Task 2: /ɛksˈplɔrɪŋ strɛs ænd ˈrɪðm̩ ɪn ˈsɛntɛnsɪz/

Click the link to being the practice exercises.

• Group Link: CLICK HERE

Reference: 

Celce-Murcia, M., Brinton, D., & Goodwin, J. (1996). Teaching Pronunciation: A Refernece for Teachers of English to Speakers of Other Languages. Cambridge University Press.

 Culture & SLA - Week 12 - Culture Lesson Plan Walkthrough

Introduction: Hello and welcome to Week 12 of the course Culture and Second Language Acquisition for the master's in English teaching at ULACIT term IIIC0 2023. This week you will share your culture lesson plan and demonstrate an activity with your peers.

Today's Goals:

• Share your cultural lesson plan with your peers.
• Demonstrate one of your cultural activities with your classmates playing the role of students.
• Give feedback on your partners' plans and activities.

Guiding Questions:

• How can I integrate cultural teaching into the EFL classroom?

Task 2: Culture Lesson Plan Walkthough

You'll spend the majority of this class working in small groups to lead your peers in a walkthough of your lesson plan and a brief demo of one of your activities. To maximize time, follow these steps for each round.Decide who will present and who will keep time. The presenter should spend no more than 10 minutes to summarize the following information form his/her plan. Do NOT read your plan word for word! 

• Topic: Tell your partners the cultural topic you chose and why you chose it.

• Outcomes: Share the outcomes related to the four cultural knowings that you want students to learn, experience, explore, and reflect upon.

• Objectives: Read the objectives for your lesson.

• Walkthough: BRIEFLY summarize the different activities students will do in the lesson.

• Demo Activity: Take a maximum of 5 minutes to demonstrate one activity from your lesson. You will obviously need to compress the time significantly.

• Feedback and Discussion: Take 5 minutes to share some comments about the lesson and activity your partner just presented.

References:

Moran, P. (2001). Teaching Culture: Perspectives in Practice. Heinle Cengage Learning.

 Design and Evaluation of Training Programs - Week 12 - Principles of Adult Learning

Introduction: Hello and welcome to Week 12 of the course Design and Evaluation of Teacher Training Programs and Workshops for the Master's in English Teaching at ULACIT Term IIIC 2023. Today we will do several activities to explore the topic of andragogy, or the teaching of adults, and discuss how we can incorporate andtragogic principles into the work we do with teachers.

Today's Goals:

• Explore the implications of Knowles' principles of andragogy for the design and facilitation of teacher training workshops.
• Participate in a brief workshop to learn how to add content to Canvas.
• Collaborate with your group members on your upcoming project.

Guiding Questions:

• What are the characteristics of adult learners?
• How can the concept of andragogy influence my approach to teacher training?
• How can I add multimedia and text content to Canvas?

Warm Up: Abolition Day

Yesterday we celebreated the new national holiday Abolition of the Army Day for the second time. Constitutionally abolishing the army was an unprecedented action that defined the course of Costa Rican history in a positive way. To celebreate, we are going to discuss the question of what should be abolished in the field of English language teaching and the mainstream educational system as a whole.  

• Group Link: CLICK HERE

Task 1: Sharing your PD Journal

Let's take a moment to share one of the entries you made in your PD Journal in Week 11. As you share your highlight, let's think about how this tip connects to how we as individual teachers can develop in our practice and how we as trainers can use these techniques to support teacher growth with teachers we work with.

• Create an Institutional Professional Development Culture
• Create a culture of teacher development
• Make the most of meetings
• Plan a workshop
• Start a suggestion box

Click to view full size image.

Task 2: Some Tips and Examples

In your reading this week from Richards (2017), the author suggests several tips for promoting a culture of professional development at your school. Here are a couple of real life examples you might want to consider.

PD Campaigns, Not One-Off Trainings

• Supporting Students in Low Levels: During the second half of the year, the team of coaches has been involved in the following PD campaign.

• Initial Webinar: A webinar was developed to introduce teachers to the issues the coaches observed in low level groups and provide a framework and some initial tips.

• Weekly Tip, Infographic, and Reading: The webinar was followed up by a weekly tip initiative consisting of a Whatsapp message, infographic, and link to a PDF designed by the coaches.

• Sample Tip 1: CLICK HERE
• Sample Infographic 1: CLICK HERE
• Sample Infographic 2: CLICK HERE

• Sample Tip 2: CLICK HERE
• Sample Infographic 3: CLICK HERE

• Follow Up Workshop: An in-person workshop was developed with a demonstration lesson and analysis task that had teachers identify how the principles and tips were applied and opportunities for improvement.

• Webinar Viewing Task: A video from our Teacher Development Video Library with relevant information was selected and Coaches used Edpuzzle to transform the video into an asynchronous task with questions and reflection prompts built into the video.

• Teacher Handbook: The Coaches plan to wrap up the campaign by compiling all their writings and infographics into an ebook that be shared with the teachers and added to a library of training and PD materials which they can use as a resource to address future coaching and training needs.

• Lunch and Learn Sessions: Another initiative that coordinators and coaches are launching to encourage a culture of professional development and cultivate a sense of community are lunch and learn sessions. These are "voluntary meetings, training sessions, or presentations that take place during lunch, and where food is provided by the employer" (Mind Tools, 2023). The important thing about these sessions is their voluntary informal nature and the fact that they combine socialization and learning. In this case, teachers bring their own lunch but snacks, dessert, and drings are provided by the company. In addition, teachers are highly involved in the knowledge sharing so it is an attempt to stimulate learning from peers rather than a strictly top-down training approach.

Task 3: Principles of Andragogy

Becoming a teacher trainer after gaining experience as a teacher can seem like a natural transition. After all, training is just a kind of teacher. However, the fact that teacher trainers work with adults instead of kids means that it is important to consider what the academic research says about how adults learn. Click your group link below to learn more about the concept of andragogy.

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE

Theory Break: Principles of Andragogy

Click to view full sized image.

• "As individuals mature, their need and capacity to be self-directing, to use their experience in learning, to identify their own readiness to learn, and to organize their learning around life problems increases steadily from infancy to preadolescence, and then increases rapidly during adolescence. This rate of natural maturation is represented as a decrease in dependency. Thus, pedagogical assumptions are realistic - and pedagogy is practiced appropriately - because of the high degree of dependency during the first year. Yet, the assumptions become decreasingly appropriate in the second, third, fourth, and subsequent years." 

• "Seemingly, U.S. culture (home, school, religious institutions, youth agencies, governmental systems) assumes, an therefore permits, a growth rte that is much slower. Accordingly, pedagogy is practiced increasingly inappropriately. Teh problem is that the culture does not nurture the development of the abilities required for self-direction, while the increasing need for self-direction continues to develop organically. The result is a growing gap between the need and the ability to be self-directing, which produces tension, resistance, resentment, and often rebellion in the individual" (Knowles et. al, 2005, p. 62).

Click to view full sized image.

• "Adults need to know why they need to learn something.
• Adults maintain the concept of responsibility for their own decisions and their own lives.
• Adults enter the educational activity with a greater volume and more varied experiences than do children.
• Adults have a readiness to learn those things that they need to know in order to cope effectively with real-life situations.
• Adults are life-centered in their orientation to learning.
• Adults are more responsive to internal motivators than external motivators" (Knowles et. al, 2005, p. 72). 

Click to view full sized image.

• If we remember what Freeman (1989) said about KASA being the knowledge base from which teachers make descisions and his assertion that improving as a teacher requires a change in knowledge, attitudes, and skills driven by increasing awareness, then framing teacher training and development as an andragogic process helps clarify the active role that teachers need to play in their own learning.

Task 4: Introduction to Using Canvas 

For your next project installment you will need to develop a training module in Canvas. In this activity you will learn how to complete the basic functions in a Canvas course as a teacher.

Task 5: Previewing your Workshop Template

For the development stage of your class project you will create the activities and materials needed for a section of one of your modules. Let's review the instructions for this assignment and check out the course template in Canvas that you will be using. 

• Assignment Guidelines: CLICK HERE

References:

Freeman, D. (1989). Teacher Training, Development, and Decision Making: A Model of Teaching and Related Strategies for Language Teacher Education. TESOL Quarterly, 23(1), 27-45. https://doi.org/10.2307/3587506

Knowles, M., Holton, E., & Swanson, R. (2005). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (6th ed.) Elsevier.

Richards, J. (2017). Jack C Richard's 50 Tips for Teacher Development. Cambridge University Press.