In the final Capstone Project, you will apply the skills you learned by observing teachers at work (a total of six hours of observation). You will build on the concepts learned from the previous courses to analyze the lessons. You will also submit your teaching philosophy, a five-day lesson plan, and a teaching tip. You will deliver a portion of your lesson, submitting a 6-10 minute video for peer review. If you have completed Teach English Now! Part 1 and Teach English Now! Part 2, you will submit your work for expert review to receive your ASU 150-hour TESOL Certificate from ASU, in addition to your Coursera certificates.
Teacher 2 Observation (Karen) - Part 2
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来自 Arizona State University 的课程
Teach English Now! Capstone Project
780 个评分
从本节课中
Introduction to Capstone and Philosophy of Teaching
Welcome to Module 1 of the Capstone Project for Teach English Now!: Part I. We know that you have worked hard to get to this point in the specialization and are anxious to apply all you have learned. In the first module of this course, you will be designing and writing your own personal Teaching Philosophy. You will be reflecting on everything you've learned thus far to work through a variety of tasks and peer reviews to perfect your Teaching Philosophy. Make sure to refer back to the previous courses as needed. Good Luck!
与讲师见面
Dr. Shane DixonSenior International Educator
Arizona State University Global Launch
Dr. Justin ShewellSenior International Educator
Arizona State University
Jessica CincoInternational Educator
Global Launch
[MUSIC]
And again, I told you Advanced Two Reading and Writing is not the best,
it's very boring.
But we're having fun, right?
Who's having?
You okay? You good?
Yeah?
How's your computer?
Is it good?
It's very exciting, I know.
All right, so then there is the quoting verbs, this section breaks it down for
you, unlike that we haven't talked about,
that sometimes you can change the quoting verb, they have different functions, okay?
So, for example, if your neutral or you're just stating what husband said,
you can use ropes stated remarked, explain noted.
You're just explaining what's been said, all right?
If you agree or disagree, or it's an argument,
like an argumentative point of view,
you can use different kinds of verbs, argued, claimed, or suggested.
When it's coming from an argumentative writing,
you can change the verb to fit where it's coming from.
And then last, but not least, on page 84,
when you're talking about studies.
Some of you have statistical studies, right?
Or you've done, if there is a survey, you're reading about.
You're going to want to make sure you use the right kind of verb when you're talking
about studies.
So, the present information.
So Clark's 2010 research on success showed, demonstrates, shows.
When it's about statistical information or research or do you remember world publics?
The article we read about the survey.
The survey found, or World Publics found,
you're going to want to use this if it's a survey.
Yes.
Don't fall asleep on me.
Maybe later?
You look sleepy.
All right.
Finally, here we are, I know you're excited.
You stoked?
Is Karen excited?
Karen?
>> Yes. >> All right.
FInally.
Can you read this one for me?
We are on page 84 in the middle, connecting evidence to the topic sentence.
>> Going to need.
You [INAUDIBLE] explain why you are using [INAUDIBLE] evidence,
and what is the topic sentence of the [INAUDIBLE] This
is similar to what you would do in a conversation.
If the person you were talking to
asks why are you telling me You will
explain where you got the and
why do you think.
[INAUDIBLE] >> Okay.
So, here's an example that we were looking at before, but
this time it's actually broken down for you, okay?
So the topic sentence is here.
It likes me.
No, it's freezing.
Okay. [LAUGH] The value of independence,
is one reason why young and old people become isolated from each other.
That's the topic sentence, okay?
As it said, previously, the connecting information,
is basically explaining why you're using each piece of evidence, and
connecting it to the topic sentence, but also connecting it to the evidence itself.
Okay?
So Fatima, being.
>> Being independent is an important quality of life for most Americans.
Since childhood people have been taught to be independent,
the nation continues it through their lives, until they become old.
>> Okay, so the topic sentence talked about independence, and
then that it's an important quality.
So you're basically, sort of background, but
connecting the importance of why you're using this information, right?
It happened throughout their lives as, since childhood and on, and
the notion continues throughout their life.
So this is a very important characteristic of the American lifestyle.
And do we need to support that point?
With evidence, right?
>> Yes.
>> Okay, so Margret Mead, 1971.
Yes it's older, but it's still okay.
Some of the values are very prominent and have been prominent for two hundred years.
An American anthropologist, so
this is that credibility because she is an anthropologist.
She studies characteristics of cultures.
Writes in her article grandparents have copped out that people don't want
to be a burden in their children so they try to live their lives independently.
So again, we have what?
>> Evidence.
>> The evidence.
Independent, right?
We're talking about the older generation not wanting to be a burden on
the younger generation, because of this value of what?
>> Independence.
>> Independence!
Okay, so your evidence is supporting what you're trying to say.
Okay? This is supporting that subpoint.
And then after it.
Waleed.
>> That is, all people do not want to
interfere with the children's lives.
>> Mm-hm.
>> Young people also believe that their lives will be better
without their parents as constant companions.
>> Okay, yeah.
So that's the connecting explanation.
So basically, what's the importance of this evidence?
That the old people don't want to bother their children, sort of the example,
right?
So they don't want to be a burdensome on them.
Young people in, we're talking about American lifestyle,
think they're better without their parent's constant companion.
So, they're basically,
what is the importance of this research, this evidence?
How is it connecting again back up to the topic sentence?
>> Young people like to live independently.
>> Yes, young people like to live independently.
So, that is meaning, the point of this evidence is telling me,
without saying the importance of this,
evidence is telling me you can put that is.
What's the importance, like examples?
>> [INAUDIBLE] >> Yes.
And then, the last sentence?
Abdul Herman.
Consequently- >> Consequently,
communication between the generations is limited and isolation gradually occurs.
>> So again, we talk about independence.
And, that independence another, you're isolated, right?
Maybe a negative view of it, but it's another way to say it.
So a lot of times you're going to be using synonyms and other ways to say it.
Pooling all that information together at the end of the concluding sentence.
Pablo.
Pablo, you want to read for me?
In this paragraph.
>> In this paragraph That comes before the evidence,
explain how the idea of independence is connected to Paul H?
The evidence is given to includes the name of the author, the article,
the file which is optional, and some information about the author.
The paragraphs that follow this one.
The writer.
We want only the last name of the author, yeah, when the source is introduced.
Then explanation that comes after the evidence provides further
information that relates The value of evidence,
the relationship between the young and the old.
>> Right, so we need the connecting explanation before and
after so the evidence can flow into the next paragraph, okay.
So it's basically, so you're not stopping and they're like okay,
what does this mean?
Why do I care about this evidence?
So you're basically talking to the audience and explaining,
well this is what this means.
Here's some examples of what this means, okay?
So you're basically having a conversation.
As usual, when I talk about the audience, it's important.
Who are you talking to with this essay?
>> You. >> You.
But, what you should be thinking about is, you're talking to a,
what kind of audience?
>> Everyone.
>> A general audience, yes.
Some of your topics, your teacher might not understand, okay?
So you really need to make sure, yes Pablo,
your paper's going to be a little more difficult for me to understand.
You need to be a general audience.
It's going to be like a newspaper, right?
Think of it that way that anyone can just pick this up, read it and understand it.
Not a five year old, but a general adult audience, okay?
>> [INAUDIBLE] specific name.
>> Right, it is about your major, but if I wanted to learn about your major,
I would read this, right?
You want to do a general audience.
>> [INAUDIBLE] >> Right, so
it's not like a chemistry textbook, right?
It's only for chemists, or some would think about algorithms,
that I would have no clue.
Explain what this mens.
Pretend your teacher is an 18 year old undergrad who has no clue what she wants
to study, and she wants to learn about all of this information about technology and
globalization.
Okay, do not assume that she is her normal self,
assume I am younger and a I want to learn a lot, okay.
All right, now you try, so you are on page 85,
you are breaking this one up, okay.
You're supposed to bracket the topic sentence, underline once any sentences or
phrase that provide connecting information before the evidence.
Circle the article and name of the author.
Put parentheses around the quote that is used as evidence.
And double parentheses around the paraphrase of the quote.
Underline twice the connecting explanation after the evidence,
and underline with wavy line the conclusion and or transition.
So like I talked about before,
some of you might have two supporting paragraphs for one of your topics.
Two paragraphs for one of your supporting points, right?
So you may not have a concluding sentence,
you might have a transitional sentence, right?
So we looked at this with the risk taking one,
there's some examples of those transitional sentences.
Which we will get a chance to look at today, or probably tomorrow, a little bit.
All right.
So, right now, if you please go in your textbook.
You can work together but
break it down, where does stuff begin and where does stuff end?
Yes.
So, they tell you how to do it.
Do you know what a bracket is?
Yes, that's a bracket, that's a parentheses, that's double lines.
This is a parenthesis and that's a bracket.
Like sports, no.
You don't need my text [LAUGH] You can help each other.
We can talk after class about tomorrow, okay?
I'm going to need this one.
[BLANK
AUDIO]
>> You good?
Yeah, I assigned it.
Not everyone I knew we're going to do it.
[LAUGH] You
should be fine, are you good?
You actually did it for homework.
[LAUGH] You're like I was, I would always do the work.
>> You good? >> Yeah.
>> Want 30 more seconds?
Yes.
Look at me when you're done.
I know, I'm fun to look at, aren't I?
[LAUGH] I'm just kidding.
Or look up and pretend like you're excited.
Be actors, like my god, I love learning English, right, it's exciting.
If you act like you are, maybe sometimes it'll actually, you'll be excited, right.
No, okay [LAUGH] All right.
Topic sentence Angell, what's the topic sentence?
>> [INAUDIBLE] >> [LAUGH]
>> Okay, I'm trying to do this with this,
a bracket.
Your teacher is not a great drawer.
So the next thing we needed to do is underline once any sentences or
phrases that provide any connecting information before the evidence.
Abdullah.
>> [INAUDIBLE]
>> So we have the first characteristic of
risk is the outcome of the activity is uncertain.
Okay, so we don't really know what's going to happen when you do an activity.
When a person begins He is unsure whether or not he will be successful.
So you're uncertain.
When you're uncertain about something you don't know if it's going to be good or
bad, right?
So that connecting explanation, maybe, further,
not just uncertain, but what could be the outcome?
You're going to do the third?
>> Yes.
>> Circle title and name of author.
A separate article, taking [INAUDIBLE], and her name is Gina Bellefonte.
>> Bellafonte, I think how you pronounce it.
>> That's the evidence, until we get in other words before it.
>> All right, so we've circled the title of the article and the name of the author.
And then I'm putting parentheses around the quote that is used and
double parentheses around the paraphrase.
>> Parentheses, okay, so it's parentheses, that, right?
>> Yeah.
>> And then the quote ends- >> Yeah, here.
>> Right around there, and then I want to double,
double parentheses are on the paraphrase, right?
That, and then it ends here, right?
>> Yeah.
>> Underline twice the connecting explanation after that.
Pablo, what was that?
What's the- >> [INAUDIBLE]
>> Yes.
>> Start from?
>> No no, yeah.
Where does it start from?
>> In other words.
>> No, that's the paraphrase.
What's the connecting explanation?
>> The key here is.
>> The key here, and I need to do what with it?
Underline twice, right?
The key here, and all the way to, this is hard.
[LAUGH] And then underlining with the wavy line in the conclusion even
though that looks like a wavy line, right?
Like that?
Okay. I'm going to do a wavy line.
I only had to do it once, I did it twice on the other one.
[LAUGH] That's my wavy line.
That's why I don't draw, right?
[LAUGH] All right, so we have sort of a further explanation of the uncertainty,
like the outcomes themselves.
The name of the article, the author, and the date.
It's about uncertainty by saying,
we will build sustaining confidence, not by taking away threatening risk, but
by gradually working at things we never thought we could achieve.
What does this mean?
In other words, risky activity does not have to be dangerous, but it
can involve trying to accomplish something we are not sure we are capable of.
So, their paraphrase is pretty good, right?
They kind of put it into their own words, it doesn't look the same,
it's got all the information, we got the citation.
And then this, the key, meaning what's the true meaning of this,
what is this trying to say?
>> [INAUDIBLE] >> In fact.
>> [INAUDIBLE] >> No, that's the last sentence.
Here is that we try and succeed in doing something that is not easy for us to do.
So, we're taking risk no matter what we do but,
even if something we don't know how to do?
There's no amount of risk, right?
It does not have to be dangerous, we just don't know how to do it, right?
So, where, who has ever played cricket?
You don't know how to do it?
You could try it, right?
Would it be hard to try it?
No, it's a little challenging, but it's a good challenge for you, right?
Trying something new, even if its small, trying a new food, right?
It's still risky, it might hurt your stomach, you don't really know,
you might be allergic to it, but still, it's still risky.
This points out in the second characteristics,
this also points out to a second characteristic of risk.
Semicolon, meaning these are directly connected, right, they're not contrasting.
A risky activity must be- >> Challenging.
>> Challenging.
And then the next paragraph's going to be about what?
>> [INAUDIBLE] >> Yeah.
So, it's about risk, and- >> Challenge.
>> Challenge, right.
Cricket might be challenging.
I've tried it, it's hard.
You just gotta like whack it.
It's like baseball but it's not like baseball.
[LAUGH] It's a flat bat so
it's kind of hard to hit unless you've played tennis before.
>> A conclusion or a transition.
>> This one is and or, I think it's more of
a transition than a concluding sentence.
Don't you?
>> Yeah because
