วันพุธที่ 2 กุมภาพันธ์ พ.ศ. 2554

CBI

Content Based Instruction - CBI

By Stephen Davies



Introduction

Content based instruction (CBI) is a teaching method that emphasizes learning about something rather than learning about language. Although CBI is not new, there has been an increased interest in it over the last ten years, particularly in the USA and Canada where it has proven very effective in ESL immersion programs. This interest has now spread to EFL classrooms around the world where teachers are discovering that their students like CBI and are excited to learn English this way.

What Types of Content Based Instruction Are There?


The Sheltered Model

Sheltered and adjunct CBI usually occurs at universities in English L1 contexts. The goal of teachers using sheltered and adjunct CBI is to enable their ESL students to study the same content material as regular English L1 students. Sheltered CBI is called "sheltered" because learners are given special assistance to help them understand regular classes. Two teachers can work together to give instruction in a specific subject. One of the teachers is a content specialist and the other an ESL specialist. They may teach the class together or the class time may be divided between the two of them. For example, the content specialist will give a short lecture and then the English teacher will check that the students have understood the important words by reviewing them later. This kind of team teaching requires teachers to work closely together to plan and evaluate classes. It has been used successfully at the bilingual University of Ottawa, where classes are taught in English and French, (Briton, 1989).  


The Adjunct Model

Adjunct classes are usually taught by ESL teachers. The aim of these classes is to prepare students for "mainstream" classes where they will join English L1 learners. Adjunct classes may resemble EPA or ESP classes where emphasis is placed on acquiring specific target vocabulary; they may also feature study skills sessions to familiarize the students with listening, note taking and skimming and scanning texts. Some adjunct classes are taught during the summer months before regular college classes begin, while others run concurrently with regular lessons.


The Theme Based Model

Theme based CBI is usually found in EFL contexts. Theme based CBI can be taught by an EFL teacher or team taught with a content specialist. The teacher(s) can create a course of study designed to unlock and build on their own students' interests and the content can be chosen from an enormous number of diverse topics.


How Does Theme Based CBI Differ from Sheltered and Adjunct Models?

Theme based CBI is taught to students with TEFL scores usually in the range 350 to 500. These scores are lower than the TEFL 500 score which is often the minimum requirement for students who want to study at universities in English L1 contexts. Because of the lower proficiency level of these students, a standard "mainstream" course, such as "Introduction to Economics" will have to be redesigned if it is to be used in a  theme based  EFL class. For example, complicated concepts can be made easier to understand by using posters and charts, (Mercerize, 2000, p.108).

Materials for Theme based CBI

There are textbooks that can be used for theme based CBI classes which usually contain a variety of readings followed by vocabulary and comprehension exercises. These can then be supplemented with additional information from the Internet, newspapers and other sources. However, another approach is to use specially constructed source books which contain collections of authentic materials or simplified versions. These can be about a particular theme such as drug use or care of the elderly, or about more general topics. It's possible to create some really interesting classroom materials as long as the need for comprehensibility is not forgotten.


How Can Theme Based CBI Be Assessed?

A theme based CBI course should have both content and language goals.
Student progress can then be assessed when classes are underway. Continuous assessment is effective.  Daily quizzes can be used to check that content information is getting through to the students and that they are remembering important vocabulary.  Longer tests may also be given at mid-term and at the end of the term.
Journals are also a useful diagnostic tool. Students can be given time at the end of each class to write a summary of the content of the lesson or to answer a specific question given by the teacher. Another useful exercise is to allow the students to write freely on any topic; teachers can then read their work and assess their progress indirectly.
Direct oral feedback during the classes can be useful as long as we are mindful of the proficiency level of the students; it's all too easy to forget how difficult it is to speak a foreign language in front of classmates.


Summary

CBI is an effective method of combining language and content learning. Theme based CBI works well in EFL contexts, and I believe its use will increase as teachers continue to design new syllabi in response to student needs and interests. As I said at the beginning, I believe that learner motivation increases when students are learning about something, rather than just studying language. Theme based CBI is particularly appealing in this respect because teachers can use almost any content materials that they feel their students will enjoy. What can be better than seeing our students create something and learn language at the same time?

Source: http://iteslj.org/Articles/Davies-CBI.html



The example of CBI lesson plan

Unit: Health  Topic: Nutrition M.4  Golf

http://www.4shared.com/file/XZVLsZmT/Cbi_unit_health_topic_Nutritio.html

Unit: Myself  Topic: Personal Information M.4  Milk 

http://www.4shared.com/file/Y-LESbRt/CBI_unit_my_self_topicpersonal.html

Unit: Travel  Topic: Places  Sub-topic: Attractive Places  M.4 Yupin

http://www.4shared.com/file/bm4-ffZj/CBI_unit_travel_topic_places_s.html

Unit: Communication  Topic: Famous People M.4  Koong Pratumsri 

http://www.4shared.com/file/v4_NAxnV/unit_community_topic_famous_pe.html

Unit: Health  Topic: Medical Service M.5 Bee Fon

http://www.4shared.com/file/jPuWHC_a/CBI_Unit__HealthTopic__Medical.html

Unit: Food and Drink  Topic: Healthy food M.6  Pat

http://www.4shared.com/file/1lgQ-4ni/cbi_unit_food_and_drink_topic_.html

Unit: Environment  Topic: Pollution M.6  TAR

http://www.4shared.com/file/zR2Agfkk/CBI__unit_environment_topic_po.html



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PPP MODEL

Presentation, Practice and Production

In the ESL classroom, a common way to introduce a new word to the classroom is the PPP technique.  

The three stages of a PPP lesson

             Firstly, the teacher presents the new word, an event which involves the presentation of pronunciation and spelling, all in context. Next the teacher allows the students to practice the new word in a controlled setting, making sure the student has understood it properly. Third is the production stage, where there is less-controlled practice and an informal assessment of learning whereby the students get chance to use the new word in an original way, to relate it to their knowledge and experiences. These three stages help the student to consolidate the new word in their mental vocabulary bank. 
This method of presentation, practice and production is an approach that follows a definite sequence:
  1. The teacher presents the new vocabulary and explains the form of the language in a meaningful context.
  2. The students practice this new vocabulary through controlled activities such as worksheets or question and answer activities.
  3. The students use or produce what they have learned in a communicative activity such as a role-play, communication game, or question and answer session.   

 

Teaching using the PPP technique

               Each stage of the Presentation, Practice and Production lesson must be planned well to be effective. However, PPP is a highly flexible approach to teaching and there are many different activities a teacher can employ for each stage. 
            Presentation can include mime, drawing, audio. In fact it is a good idea to try to engage with different sense of the students to get across the meaning of the new word. It is also important to make sure that students have understood the new word before getting them to move on to practice it. It is often fun and highly effective for students to play games to practice their new vocabulary and to produce it. 


Source: http://www.myenglishlanguage.com/ppp-technique.htm


The example of PPP lesson plan (17 lesson plans)

Unit: My daily life  Topic house work P.3  Aom  Noot

http://www.4shared.com/file/tLIeh9uk/PPP_Unit_My_Daily_Life_Topic_H.html

Unit: Personal Information  Topic: Parts of body  P.3   Kaew 

http://www.4shared.com/file/am4slKy7/PPP_Kaew.html

Unit School  Topic: Color  P.4  Luck

http://www.4shared.com/file/Adq3iUHA/ppp_luck_unit_school_topic_col.html

Unit: Food and Drink  Topic: Like/Dislike P.4  Nut Tu

http://www.4shared.com/file/tgIgaILy/ppp_unit_food__drink_topic_lik.html

Unit: Food and Drink  Topic: Ordering food P.5  Su

http://www.4shared.com/file/Jl2q5g4M/ppp_unit_food__drink_topic_ord.html

Unit: Travel  Topic: Direction P.5  Ritar Suay Ae

http://www.4shared.com/file/qZDAMBkY/_PPP_unit_travel_topic_directi.html

Unit: Family  Topic: Relationship P.5  Ju Jaew Oke

http://www.4shared.com/file/5sGymcQB/PPP_Jaew.html

Unit: Shopping  Topic: Price P.5  Nok Ladda Mod

http://www.4shared.com/file/WsN47ds3/ppp_Ludda_Unit_shopping_topic_.html

Unit: Family  Topic: Occupation  P.5 Spy Koong

http://www.4shared.com/file/AHu0R-qJ/ppp_unit_family_topic_occupati.html

Unit: Family  Topic:Pets P.5  Pat Kook Aof

http://www.4shared.com/file/btFG89Rx/ppp__unit_family_topic_pets_P5.html

Unit: Free Time  Topic: TV program P.5  Bee Fon

http://www.4shared.com/file/6zi6iyI6/PPP_Unit__Free_TimeTopic__TV_P.html

Unit: Travel  Topic: Direction P.6  Boonpa

http://www.4shared.com/file/7pN4ycIE/PPP_unit_travel_Topic_directio.html

Unit: Myself  Topic: Autobiography P.6  Milk Boom Wish

http://www.4shared.com/file/GTbjCeM_/_ppp_Unit_myself_Topic_Autobio.html

Unit: Relationship  Topic: Special Day P.6  Kook Min Orn

http://www.4shared.com/file/jGFx3Szg/PPP_unit_Relationship_with_oth.html

Unit: Family  Topic: Activities P.6 Boy Puy

http://www.4shared.com/file/HvHL6rnx/PPP_unit_family_topic_activiti.html  

Unit: Free Time  Topic: Music M.1 Rin

http://www.4shared.com/file/RABQhBEQ/PPP__unit_free_time_topic_musi.html

Unit: Weather  Topic: Seasons  Yupa

http://www.4shared.com/file/f4YWofam/PPP_Unit_weather_topic_season.html



The video of my friends and i were demonstrated teaching PPP including presentation, practice and production.









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B-SLIM MODEL

Bilash’s Success-based Language Instruction Model (B-SLIM) overview by
Dr. Olenka Bilash (Olenka.Bilash@ualberta.ca)
 We talk so much about self directed learning and have structured policies and proposed practices around the assumption that all learners are equally self-directed.  BUT, practitioners know that not all learners are equally self-directed.  In fact, teachers also know from experience that some learners need to be taught to be self-directed.  By being based on success, B-SLIM incorporates enough scaffolding (structure and support) at each phase for learners who are less self sufficient to succeed while simultaneously providing opportunities and direction for the more self-directed student to push forward.  For example, while a less self-directed student might need to follow a template several times before really ‘getting’ the structure of a form such as a brief event review (in order to be able to create one on his/her own as an OUTPUT assignment), a more self-directed learner may only need to hear or see the model once and be able to replicate and creatively alter it!

 Theoretical Underpinnings
  1. Cognitive Science (Piaget, Vygotsky, Gagne) (We organize knowledge of different types into schema through mental processes.  As learners who are active participants we require scaffolded instructional material that utilizes demonstrations, illustrative examples and corrective feedback to maximize memory retention.)
  2. Constructivism (Bruner) (We construct our own understanding of the world by generating our own rules and mental models to make sense of our experiences.)
  3. Developmentalism (Ryle, Schwitzgebel) (We learn concepts and dispositions in a gradual way frequently passing through periods of being "in between" genuine understanding and failure to understand.)
    4.  
    Goals
      1. to develop self directed learners
      2. to ensure that every learner succeeds at each phase of the learning process by maximizing exposure to concepts through all learning styles/intelligences and encouraging intellectual/thinking growth in systematically developed steps
      3. to help students develop all aspects of language by applying research findings from all areas of second language learning and acquisition (language awareness, pronunciation, vocabulary, grammar, situations- fluency-accuracy, culture and Culture, learning strategies, listening comprehension, speaking, writing, reading, forms, skills, content, motivation-attitude)
      4. to ensure that learners can transfer what they have learned to new contexts
      5. to learn language and to learn through language
      6. to identify success in learning in concrete terms
    Components/Phases
               B-SLIM reflects how to think about sequencing and pacing activities for all students.  In this day of heterogeneous multi-level classes teachers must oversee the learning of students with varying abilities, interests and learning styles during the same class time period.  B-SLIM helps the teacher to plan, organize and implement activities for each learner.  See Figure 1.  B-SLIM has 5 parts:

    1. Planning and Preparation
    2. Comprehensible Input
    3. Intake – “Getting it”
            “Using it”
    4. Output
    5. Assessment and Evaluation

    Because assessment occurs throughout the model the teacher is easily able to recognize where a student is ‘at’ – what the student has learned and what the next step(s) should be.  For example, if the student is referring to class notes, blackboard or other mounted visual clues or a dictionary then the student is clearly still at the ‘getting it’ stage.  Only when content is remembered can it be used in the ‘using it’ phase.  Key points about each phase follow.

    Planning and Preparation
    -         What we do before we enter the classroom
    -        Knowledge of what resources we can use and how to quickly find them
    -        Choosing what materials to use
    -        Adapting and/or developing resources
    -         Scaffolding:
             - Creating games, pair activities
             - Selecting worksheets
    -         Creating games, pair activities
    -         Selecting worksheets
    -         Pacing – considering cognitive overload/capacity (attention and automaticity)
    -         Selecting and developing activities that appeals to all learning styles/intelligences
    -         Selecting and developing activities that help each student advance in each type of input
    Comprehensible Input
    -         What is new to the students
    -       Building on what students already know (moving from their understanding
            of a concept in L1 or MT to how that concept is expressed in L2)
    -      Choosing and structuring the learning of something into small steps to teach
           “new” material
    -        Presenting in a way that students understand
    -        Power of the First impression
    -         Appeal to as many of Gardner’s learning Intelligences as possible:  
             linguistic, visual-spatial, logical-mathematical, kinesthetic, interpersonal,
             intrapersonal, musical
    -         Maximize use of instruction in Target Language (TL)
    -         Research suggests that language production is a complex enterprise that
             entails the integration of many areas: language awareness, pronunciation,
               vocabulary, grammar, situations- fluency-accuracy, culture and Culture,
               learning strategies, listening comprehension, speaking, writing, reading,
               forms, skills, content, motivation-attitude, content (See Appendix A)

    Scaffolding

    Assessment


    Intake - “getting it”
     
    -         Helping students LEARN meaning that they understand AND remember  because if one cannot remember a concept (vocabulary, grammar, pronunciation, cultural point, learning strategy, etc.) one cannot use it!
    -         “getting it” activities help students understand the concept being taught at their own rate (self-paced) and through a variety of learning styles.  They need to be structured so that all students can succeed.
    -         The teacher needs to develop a REPERTOIRE of strategies/activities in this phase so that students can learn in different ways AND not become bored or unmotivated when learning more difficult concepts
    -         Providing clear examples
    -         Providing sufficient examples
    -         Providing supports such as templates, sample sentences, models, dictionaries, visual support of keywords or illustrations
    -         Answering student questions
    -         Guiding, coaching, encouraging, praising students
    -         Takes time to learn:
         -         “often lower performing students need more time to reach levels of language development similar to those of other students”
    Joan Netten, project director, Memorial University of Newfoundland
    Claude Germain, co-researcher, Université du Québec à Montréal 
    Every student can learn, just not on the same day, or the same way.        
                  
    George Evans
     
    -         LOTS of Pair work for practice and clarification
    -         Can include ‘drill and skill’ activities
    -         Use choice and chance to maintain motivation
    -         Giving personalized positive feedback
    -         Emphasis on accuracy
    -         Focusing “attention” in order to later develop “automaticity”

    ScaffoldingAssessment 


    Intake - “using it”
    -         From memory (or with minimal assistance) students engage in activities that require them to USE or apply what they have learned
    -         Students problem solve, create, use their imaginations (e.g. moral dilemmas, role plays)
    -         Students are put in new situations-contexts in order to ‘transfer’ what they have learned to it
    -         Work in pairs, groups or alone
    -         One- or two- way information gap activities
    -         Move from “learning language” to “learning through language”  
    -         Includes Tasks (TBLT)
    -         Activities should be more communicative in nature (NO ‘drill and skill’ at this 
     phase)


    -         ScaffoldingAssessment    Emphasis on fluency 

    Output – “Proving it”
    -         PROOF of what the students have learned
    -         Meaningful task for the students (high interest)
    -         Oral and written FORMS
    -         Integrates pronunciation, vocabulary, grammar, situations, functions.
    -         Requires criteria for direction/structure/inclusion of NEWly emphasized   content. . .
    -         Emphasis on BOTH fluency and accuracy
    -         Students reveal their abilities to use English spontaneously, creatively, and personally by integrating all aspects of INPUT into oral and/or written activities or projects

    Assessment
    -         Criteria that help students see how they are doing and how they can
             improve
    -         What makes a GOOD performance
    -         What makes communication successful
    -         Gives Feedback to the teacher about how and what students are learning
             through observation and direct feedback from students – at every phase of
             BSLIM
    -         Helps teachers to determine what students still need to learn

    Evaluation
    -         Final grade
    -         Tests
    -         Exams
    -         Determining what students still need to learn in order to reach a prescribed mandate
     Characteristics of BSLIM
    1. linear
    2. hierarchical
    3. cumulative
    4. recursive
    5. success-driven
                It is linear in that each phase of B-SLIM is designed along a continuum and activities at the beginning of the phase are simpler than those at the end.  (For example, activities at the beginning of the ‘getting it’ phase are more structured and focused than those at the end of the ‘getting it’ phase. ) The same is true about ‘using it’ activities. 
    Similarly, each component of input can be placed along a continuum so that L2 learners have specific goals at beginner, intermediate and advanced stages.  For example, being able to “speak” for a beginner may mean saying isolated words or short sentences with long pauses between them while speaking for an intermediate learner may be described as the ability to express simple and complex sentences in dialogue about familiar topics without pauses and with minimal errors.
                 It is hierarchical in that each phase is more difficult than its predecessor (it calls upon more cognitive resources than previous phases).  Furthermore, with the progression through each phase the teacher’s roles change and the class time should involve more and more time for students to produce or create in L2.  However, just as one who is going up a set of stairs between the second and third floor cannot say precisely which floor they are on when they are going up those stairs, some activities may appear to belong to both the previous and next phases at the same time, being advanced versions of one phase and simpler versions of another. 
                As a recursive model, the teacher can introduce an activity at ANY phase of the model and recognize whether the activity is appropriate for the student(s) or not; if it is too difficult teachers can clearly see what supports students need in order to progress through the phase and beyond.  If it is not sufficiently challenging more advanced activities can be foreseen and provided.  Furthermore, it fully acknowledges that sometimes learners think they understand something but only when they begin to use it do they recognize that it is not totally clear.  Thus arises an opportunity for student questions, which is an opportunity for the student to take initiative to be a self-directed learner.  It also recognizes that some learners can mentally process information so rapidly that they can appear to ‘skip’ the ‘getting it’ phase (or that they may make hierarchical leaps through acquisition of some vocabulary, grammar or cultural features).


     According to my friends and I studied writing B-Slim lesson plan so we feel free to share the lesson plan with everyone.


    The example of B-Slim lesson plan (15 lesson plans)


    Unit: Interest/Opinion Topic: Media P.1 กุ้ง

    http://www.4shared.com/file/gPNpx6xE/B-SLIM_unit_interestopinion_to.html

    Unit: Travel  Topic: Transportation P.4

    http://www.4shared.com/file/997WvmW9/B-Slim___.html

    Unit: interest Topic: Media Sub-topic: Book P.5

    http://www.4shared.com/file/20GjJzwr/B-slim___.html

    Unit: Shopping Topic: Clothes P.6

    http://www.4shared.com/file/p0vqZgyL/B-Slim_.html

    Unit: Myself Topic: Routine M.1 ยุพา

    http://www.4shared.com/file/joY7_8si/B-slim_unit_myself_topic_routi.html

    Unit: Places Topic: Direction M.1 ลักษณ์

    http://www.4shared.com/file/EZgyMakc/_B-slim____Places_topic_direct.html

    Unit: Places Topic: Interesting places in community Sub-topic: Direction M.1 นุช

    http://www.4shared.com/file/TtRRG6UG/B-slim_Unit_Place_Topic_Intere.html

    Unit: Interest Topic: Music M.1 น้องเบียร์

    http://www.4shared.com/file/qfneMafc/B-Slim___.html

    Unit: Personal Relationship Topic: Personal Traits M4. ลัดดา

    http://www.4shared.com/file/IhfBFWAa/personal_relationship_topic_pe.html

    Unit: Travel Topic: Holiday M.4 บ้าน

    http://www.4shared.com/file/o5-immM7/B-slim__.html

    Unit: Health Topic: How to keep fit  M.4

    http://www.4shared.com/file/vwFw7MzN/_B-slim_Unit_health_Topic_how_.html

    Unit: Health Topic: Food group M.5 ริน

    http://www.4shared.com/file/2KgXhsqA/B_-_Slim_____health_topicfood_.html

    Unit: Health Topic: Sport and Exercise M.5 Kook

    http://www.4shared.com/file/bQf_4XJw/B-Slim_unit_health_topic_sport.html

    Unit: Tourism Topic: Travel arrangement M.5 ภัทร

    http://www.4shared.com/file/MkmMEJnW/B-slim_unit_tourism_topic_trav.html

    Unit: Education and Career Topic: Future career M.5 บี ฝน

    http://www.4shared.com/file/LXIH9B83/B-slimUnit__Education__Careers.html








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