Name: Yingrui Yang (Fifi)

Date: Jul 19th, 2015

Title: Principles of Teaching
Context: Some special terms of teaching in TESOL Components B class
Description of Artifact:
This artifact is from TESOL Components B Class and reminds students what they
have learned before. This worksheet contains 27 terms of principles of teaching,
which students have learned in Frameworks and Method of TESOL, Linguistic, and
Language Development and Acquisitions. Before each term there is a check-square.
After students read through each one, they can check some terms that they don't
understand clearly. For example, "i+1 for comprehensible linguistic input" is a theory
from second language acquisition by linguist Stephen Krashen (1977). If there are
some terms that students have forgotten, the teacher can explain those to them. After
that teacher also can ask students which principles of teaching that you want to apply
in your future teaching. Then students have 3 minutes to discuss why they chose those
principles for their future teaching principles.

New Ideas, information, or awareness from this artifact:

The main focus here is not to teach the methodology, rather our focal point is to
remind students memory. I want to use it into my future class, not only ESL, because
this worksheet gave me an idea of how to gather information that teacher has taught
students before checking what to extent my future students have obtained knowledge
or not. Also, it can be a self-checklist to see how much knowledge that they get.

Before every exam, I will arrange the important points on the worksheet. Then I will
distribute this worksheet to my students to ask them to brush up by using it. It helps
my students to get the most important points, also helps them to pass the test. This is
Zone of Proximal Development(2009) that is a structure of "support points" for performing

an action.

Reflection on how this will impact your approach to teaching and learning:
Before I start every lesson, I will check the artifact and keep some principles of
teaching in my mind. Thus, I can have a clear view of teaching.
In addition, this artifact can be widely used for different topics, with adjustment or
extension. For example, if the topic is about grammar, at the end of this section I will
list the perfect tense rules, past tense rules, and present tense rules, etc. Then, students
can put marks before each rules to check whether they understand of the rule or not.
However, I will request that students do not need to put their name on the worksheet,
so I can get their original thinking. After they mark the checklist, I will gather all of
the worksheets and check which one got most mark from students. Then I will deliver
lesson again. From this worksheet, I can learn which part of the lesson delivery was
not enough. My students can help me and themselves to improve my teaching skills
and their learning style.

Reference:
Obukhova, L. F., & Korepanova, I. A. (2009), The Zone of Proximal Development: A
Spatiotemporal Model. Journal of Russian & East European Psychology, 47(6), 2547. doi:10.2753/RPO1061-0405470602