EDUC 571:
Week 3 & 4
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Below is a description of the weekly assignments: TESOL Pedagogy Journal The purpose of the TESOL Pedagogy Journal is to connect theory to practice and to begin to build your own instructional toolkit. In each journal entry you will identify three things: 1) one theory or concept from the unit, 2) one practice or strategy related to the theory or concept you identified, and 3) one example of that practice or strategy in practice with a brief description or link to an example. The journal entry will be completed in the form of a word table in a shared Google document. All journal entries should be completed 24 hours before class time the week that it is due. The entries are due between weeks 2 and 14. The entries are credit/no credit. The content of the journals will be used as pre-activity to class discussion. Your instructor will provide formative feedback on your first journal entry, and do two mid-point checks after weeks 6 and 12. This assignment is credit/no credit and good faith efforts to apply the content to language teaching will receive full credit.
1. Journal 1: Pedagogy - Week 2
2. Journal 3: Assessment - Week 4
3. Journal 3: Lesson and Unit Planning - Week 6
4. Journal 4: Instruction of Language Form - Week 8
5. Journal 5: Integration of Skills, Practices & Content - Week 10
6. Journal 6: Inclusive Instruction - Week 12
7. Journal 7: Learning & Thinking - Week 13
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Complete Assessment Journal Entry #2
EDUC 571 - Week 4
Learning Objective: * Facilitate equitable language learning activities. * Provide appropriate feedback based on an assessment of learner oral and/or written discourse. Videos/Tutorials: ● Emmy Min Equitable Assessment Practices (18:19) ● USC CET Aligned Assessments (6:50) ● Understanding the Formative Assessment Process (8:20) ● Background knowledge (4:05) ● Shaping the Way We Teach English: Module 05, Learner Feedback (12:44) ● Shaping the Way We Teach English: Module 10, Alternative Assessment (13:56) ● Reading: ● Li, S. (2018). Corrective feedback in L2 speech production. The TESOL encyclopedia of English language teaching, 1-9. ● ACTFL Guiding Principles: Provide Effective Feedback (1 page) Online Resources: ● TESOL Program Assessment Program Checklist.
Journal Entry 2 - week 4 - Assessment
I focused on Dr. Min's Equity-minded Assessment Model (2023), she emphasized that not only validity and reliability but practicality, authenticity, wash back, equity, justice, and inclusion. The major shift is the assessment “of learning” to “for learning”. For my young EFL learners from China (ages 5-8), the related practice is designing aligned, practical, and authentic assessments that build on background knowledge and goals, then providing specific feedback for positive washback instead of just scoring the assessment with comments of ambiguity with no clear meaning like “excellent” or “Good job”.
Example in Practice: For my online class with 5-8 year olds in China, instead of a written test I would use an alternative assessment like a picture-based speaking task. I would have students describe their family or favorite toy using a sentence frame like "This is my ___." I feel like this is practical for my online students. I also feel like it is authentic and related to their personal lives. It is valid because it measures speaking, not reading. For feedback, I would use color stars that each has a specific meaning. Giving short oral recasts in class for brief and immediate feedback would be beneficial to the student. I would also add a quick L1 note to parents, like "She said 'two cat' -> 'two cats' - let's practice plurals with the cat game,". This provides the parents with valuable feedback that gives clear washback they can use right away.
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