Open University of Sri Lanka

PGDip in Bilingual Education

PGP8607
Course Code : _______________________________

 METHODOLOGY, CURRICULUM & MATERIAL

DEVELOPMENT, CLASSROOM MANAGEMENT
Name of the Course: _______________________________

PGIE-PGBE-19-D028
Registration Number: ______________________________

ACTIVITIES
CA Number: _______________________________

18.06.2021
Due Date: _______________________________
  Language Skill
Speaking, Reading, Listening, Writing
 Vocabulary
Digestion, Parts of the digetive system (Oesophagus, Small
intestine, digetive tract), Food type (fats, carbohydrate,
protein, vitamins), Digestive process (Secretion, glands,
absorption, enzyme)
 Discourse type
Narration, Description
 Structuring the statements
I can use my teeth to grind/ breakdown foods
We have stomach to store foods for 3-4hrs
 Suggest a diet to family
 Health concern – Avoid frequent fatty food
intake
 To be aware of taking care of their body
COMMUNICATIO  Understand the uniqueness of individual
 Explores structural and functional N
body.
relationships related to the human digestive
system
 Explain the structure of the human
digestive system using diagrams
 Construct models to demonstrate the  Parts of the digetive system
human digestive System  Digestive process
DIGESTIVE
 List some dietary problems
SYSTEM  Food types/Diet
 Healthy food habits

 Linguistic communication using suitable terminologies

 Relate the suitability of structure to function SCAFFOLDING EVALUATION

 Ability to prepare/propose a suitable diet plan

 Analysis some of the reasons for disease involve
digestive system
INTERACTION

 Scaffolding language, content and learning skills
development
 Navigate the principles of code-switching and
translanguaging and choose whether or not they
should be used.
 Language scaffolding in the way - reformulation,
simplification and exemplification.
 Rubric
 Peer assessment
 Quiz
 Feedback
 Building Positive Teacher-Learner Rapport
 Reducing Classroom Anxiety
 Employ L1 to some extent to convey meaning and
grammar
 Considering individual differences
 Motivation/Encourages - Encouraging students to
continue, trying to give them confidence, confirming
that their answers are correct.
 Group work
Activity 2 
You are supposed to do a CLIL lesson selecting one subject content
from the given lessons. Study the content that you selected and
identify important elements with examples that you have to consider
under the following themes and justify their importance.
Cognition

Remembering Understanding Applying

Why are you eating The teacher explains At this point students know what digestion
food? what will happen to is, then they try to apply their knowledge
the food that we eat to assemble the parts/ models in order and
Why do you have and rest of the they try to construct a digestive system
teeth? question via a poster model similar to a machine. So, they
What happens when or a video apply the digestion theory to a function of
you eat?  explanation. a machine. Each group constructs several
working models to explain digestion and
Have you ever digestive system a Group activity.
experienced They fill the process (Sample models)
indigestion? flow chart and
Then what about describe the process
digestion ? verbally.

Is there any specified Taking notes and

system for that? defining the key
words.
What about the
digestive system?
They fill the empty
Students answer boxes with the
questions via think, functions of relevant
pairs and share parts. They learn to
activity. make simple
sentences of
Word search puzzle to function. 
introduce CALP
language.

Filling the gaps in

explaining the process
flow chart.

Matching game:
students have to
match pictures of the
 digestive system parts
to their English name.

Analysing Evaluating Creating

Students do a Jigsaw Students discuss pros Students create a new model by adding an
activity on the and cons of their extra idea which was there in the rejected
developed working developed models. previous models and create a better one.
model and they And select the best Create and present in front of the class.
analyse each of the model which better They can multimedia. They publish their
group activities. They fits to explain the explaining process on Youtube. Here
Compare and contrast digestive system and student demonstrate and create the model
each of their models. function. They at the same time. 
And present in front present their
of the class.They can ideas.They can
multimedia multimedia
 

The elements of Communication can be further divided into 3 categories based on language
triptych, they are language for learning, language of learning and language through learning.

Language of learning
  Key vocabulary: digestion, organ, mouth, saliva, food particles, esophagus (food
pipe), enzymes, stomach, acids, liver, pancreas, small intestine, large intestine
 Languages of describing, defining and explaining digestive system
 Modal verbs, cause and effect solution
 Passive voice usage for demonstrations

Language for learning  

 Explain process of digestion  
 Explain the importance of the organs and the role they play. Compare quality of life
with or without certain organs (comparison of organ importance)
 Writing a lab report of assembling models, or preparing working models. 
 In groups - asking and answering questions. ( think pair share)
 Compare and Contrast 
Language through learning 
 The language to give feedback 
The language used to present new ideas learned. 
Activity4

Name two difficulties that you have faced in the teaching learning
process of your subject in the BE classroom as a CLIL/ BE teacher
What strategies you used to overcome those difficulties
Reflect how you can connect BE related theories and concepts with the
above mentioned difficulties and strategies

When teaching subject matter to students in BE classroom we face a lot of difficulties and
challenges. One of them is that the grade 6 students are new to the BE education. Most of
them are fairly new to the language too, so teaching them complex concepts like the digestive
system in a way that they understand can be a little challenging. We have to teach complex
subject matter in a simple way so that they can grasp the concepts easily. This can be a little
bit hard if the students find the language difficult to understand too. These students have
learned in their first language from grade 1 - 5. So after they come to grade 6 they switch
from that to BE. so it might take some time for the student to adapt to the new learning
methods. So when using a second language in the grade 6 BE classroom we have to be a little
bit careful, and we have to make sure that the student understands the concepts we are
teaching. So managing all that during teaching the subject matter is a challenge.

When learning, the students have to visually imagine the concepts. This helps a lot in
understanding and grasping the subject contents. So since these students are new to the
subject it is hard for them to visualize something like the digestive system. The students have
never seen a real digestive system. So this is another challenge that we face when teaching
subject contents in the BE classroom. We cannot explain the appearance of the digestive
system using words to small children. So to overcome these challenges we have to use
different strategies

Since the students are new to the language we can use very simple language when speaking
in the classroom. We can also tell the meaning of the new words we use so the students can
learn. And when giving notes and assignments we can simplify the texts into a much simpler
way. When using strategies like this the student will get used to the new teaching method
fairly quickly. When teaching we always have to make sure that the students understand the
concepts very well. If they find it difficult to understand we can explain that concept in both
languages so it is easier for the student to understand the subject contents. We can also use
translanguaging as a strategy. So when using such strategies we can help the students to
reduce the language gap between primary and secondary education.

We can use visual and auditory aids to help the students imagine and understand the new
concepts. Here we can show them a video clip of the digestive system and we can use
pictures of different parts when explaining them. And we can use models that are available in
the laboratory or we can ask the students to research and make a model of the digestive
system and bring it to school. So when doing things like this the student gradually improves
in both language and competence.

Activity - 5

Develop a self-learning material (SLM) for BE students in grade 6

based on the lesson which you selected in activity
Task 1

Teacher starts the lesson with morning breakfast. Teacher asks whether they are hungry.
Students eat string hoppers, bread and butter, red rice with dhal or mung bean
Students see the types of food, feel the taste
they talk about the food, translanguaging, code switching
Students fill some modular questions to make them engage or enter into the subject.

Task 2

They reflect upon what they saw and felt.

Teacher ask some questions to make them think reflectively
What will happen if you don't have teeth?
Why did they salivate?
Did you feel that sweet taste soon after you've eaten starch?
Have you felt a difference? 
Poster, and process video explanation.
Then students fill the module diagram.
Write the functions
Task 3
Create a clay model & Assemble model parts in order.
Students talk what they do
They think aloud
Students fill the modular task for functions as a group. 
Learns key vocabulary term

Task 4

Draw flow chart diagrams with named boxes on the floor, staring from mouth to anus.
Students Jump one from the other in an order and identify the part and tell the functions
aloud.
(5 groups with gifted leaders, other students act as food and do the hopscotch. Leaders do
peer correction.)
All students participate in open ended discussion on how to stay healthy by keeping our gut
healthy. They write articles to portray on notice board.

Explain the important factors that you consider when developing the
SLM for BE learners (using the concepts such as language tryptic, 3
A’s tool, the Metrix etc.)

The self-learning materials are designed based on learning theories which is combining
behavioristic, cognitive, and constructivist learning theories to a large extent on the basis of
an eclectic approach. There are five characteristics of self-learning materials, such as self-
explanatory, self-contained, self-directed, self-motivating, and self-evaluating. There are
some examples for self-learning materials such as Components of Self-Learning Materials
are
Beginning of the Unit

 Title
 Structure / Contents
 Introduction
 Objectives

Main Body

 Sections and Sub-Sections

 Illustrations
 Self-Assessment Questions

End Matters

 Summary / Let’s Sum Up

 Glossary / Keywords
 References and Further Readings
 Answers and Feedback to SAQs

For education Communication theories, which should be with the forms and means of
interaction between learners and teachers. And it guides us to make the presentation of
content or discussion more interactive. As you may aware, instruction involves gaining and
controlling attention, stimulating recall, facilitating learning, providing feedback, arranging
for remembering, and assessing outcomes. Therefore we should keep the following
pedagogical points in mind while designing the self-learning materials:

 Drawing and maintaining attention 

We have to attract learners and sustain their attention on what is being discussed.It should
stimulate the learners. These include change, novelty, and attractiveness of the stimulus.
Maintaining attention is achieving a set related to individual goals, which motivates the
learners to read the text attentively. 

 Ensuring recall of previously acquired knowledge

 When the learner reads something new, he/she must first be associated with what they
already know. so as to comprehend the concepts of the unit being studied. 

 Guiding learning 
 Verbal or pictorial material that provides 'clues or hints' to new principles. Presented at the
beginning stage perform this instructional function of guiding the learners by organizers. 
 
 
 

 Providing feedback  :

The learner needs feedback for their work. Defining the objectives of instruction clearly to
the learners, so that they become fully aware of what they have attained. These facilitate
learners who should know, while studying the unit, whether they are on the right track.
Providing various types of feedback such as self-check questions exercises, assignments,
academic counseling, tutorials etc can be thought of. 

 Establishing conditions 

Instruction is very important in SLM. We need to carefully include a series of problems to

develop the skills of transfer of learning. This leads to comparison and contrasts to relate
one's previously learned ideas. And we need to provide for spaced review, which is an
effective technique. 

 Assessing outcomes 

The skilled learner can often perform this function with some success. So outcomes of
learning need to be assessed frequently. Instructional material should provide as much help as
possible in this function. Self-Learning Material i 

 Asking appropriate questions

 By working questions/exercises, the learners come to grips with the content, besides, the
questions set in the 'self-check exercises'. Activities take the learners through various stages
of reading comprehension. The questions that elicit high-level comprehension responses are
important study strategies. The questions are presented as crucial and primarily for
developing the skill of questioning the text. It is comprehending the learning points. The
questions direct the learners to derive ways to solve problems, and to find analogies between
certain problems or views. They help to analyze, synthesize and evaluate the learning
materials. In self-learning materials, at the end of the unit so that the learners can reflect on
what they have learnt in the unit. If a learner attempts these questions seriously and honestly,
higher learning improves considerably. 
  Providing nonverbal aids

There some scaffolding techniques such as Illustrations, diagrams, charts, tables, etc. play
avital role in making self-learning materials effective. Such non-verbal aids are effective.
However, nonverbal items should not be looked upon as an alternative technique of
presenting knowledge.Therefore they are not a substitute for written exposition. They are
complementary or supplementary aids to the interpretation of verbal representations. The use
of non-verbal aids helps learners comprehend learning concepts and develops the skill of
transfer of learning.

  Presenting glossary 

To ensure better comprehension of learning points on the part of learners, glossaries are
provided. Glossaries may appear at the end of the text also, in such a case, they may be called
'reference glossaries'.. The glossary will help the learners comprehend the concept in the text
which refreshes and clarifies the learners' comprehension. The glossary may include working
definitions of all the crucial key, terms, concepts or expressions or introduced in a unit.

  Using advance organizer

 Information given to learners in advance provides educational scaffolding for the retention of
the material that follows in their coming lesson. Each unit usually contains a brief
introduction, which presents an overview on what the learners have already studied (pre-
knowledge) in the previous unit(s).And also introduces the new learning points/experiences
to the learners. This helps in establishing a bridge between what the learner knows and what
is going to learn. 

 Summarizing 

The learners need not read the whole unit again. But they read the summary just to grasp the
main ideas which are presented in the unit. The summary helps the learners know whether
they have achieved the objectives of the unit. 

 Using conversational/narrative style

SLM are written in a conversational/narrative style. They make the learners feel that they are
interacting with an invisible teacher. Narratives are more easily read and better learned than
expository texts. 

 Appropriate language 
Should use simple and clear language to make communication effective. If you use difficult
words, the learners find such materials difficult to understand. Simple and conversational
language enhances the readability of the text. And also use proper grammatical approach,
Vocabularies, 
 

References
Dey, N., & Chaudhary, S. V. S. (2016). The Perception of B. Ed. Students on Printed Self-
Learning Material and Learning Style in ODL.
Chaudhary, S. V. S. (2018). Unit-11 Self-Learning. IGNOU.
Ramanujam, P. R., Pradhan, B., Koul, B. N., & Chaudhary, S. S. (2017). Unit-1 The Process
of Course Preparation.

Group 10

members

PGIE/PGBE/19/
Kumari K.K.K.S
D016
PGIE/PGBE/19/
Pakeerathy S.
D028
PGIE/PGBE/19/
Mohamed Sanzeir S.M.
D024
PGIE/PGBE/19/
Mukarrama M.M.F.
D025
PGIE/PGBE/19/
Rajapaksha R.P.P.N.
D033