Module 1: Designing a Course: Backward Design and

Supporting Learners

Table of Contents
Module 1: Designing a Course: Backward Design and Supporting Learners .................................................................1
Module 1 Task 1: Welcome to the Course.....................................................................................................................2
Module 1 Task 2: Pre-Course Diagnostic Assessment ...................................................................................................8
Module 1 Task 3: Welcome to Teaching English to Large Classes .................................................................................8
Module 1 Task 4: Module 1 Vocabulary ......................................................................................................................12
Module 1 Task 5: Cascading New Knowledge and The Teacher Tote Portfolio...........................................................13
Module 1 Task 6: Introductory Discussion (Optional) .................................................................................................21
Module 1 Task 7: Backward Design .............................................................................................................................22
Module 1 Task 8: Learner-Centered Teaching .............................................................................................................36
Module 1 Task 9: Backward Design and Learner-Centered Approaches Quiz.............................................................41
Module 1 Task 10: Supporting Learners in Large and Multi-Level Classes, Part 1 ......................................................42
Module 1 Task 11: Supporting Learners in Large and Multi-Level Classes, Part 2 ......................................................49
Module 1 Task 12: Supporting Learners in the Classroom Quiz ..................................................................................70
Module 1 Task 13: Teacher Tote and Discussion (Optional) .......................................................................................71
Module 1 Task 14: Module Checklist ...........................................................................................................................75

© 2023 by Azusa Pacific University. TELC Module 1 Downloadable Packet for the Online 1
Professional English Network (OPEN), sponsored by the U.S. Department of State with funding
provided by the U.S. government and administered by FHI 360. This work is licensed under the
Creative Commons Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
Module 1 Task 1: Welcome to the Course
Welcome to the Teaching English to Large Classes MOOC! We are thrilled you are beginning a five-week journey to
enhance your knowledge and skills of teaching large or multilevel classes. In this online course, you will gain
valuable insights, strategies, and practical techniques to create an engaging and effective learning environment in
a large class setting.

Throughout the MOOC, you will explore various ways to increase student participation and learning. You will
explore how to employ innovative class management techniques to create a conducive and inclusive atmosphere
for diverse learners. Furthermore, you will discover effective assessment and feedback approaches to monitor
student progress and ensure each student receives personalized attention while also managing your teacher
workload. Additionally, you will create your own portfolio of activities to build a dynamic and interactive learning
experience for you that will help you to inspire your students on their language learning journey.

Let's get started!

WELCOME TO TEACHING ENGLISH TO LARGE CLASSES

You will see our course design team in our videos and content pages - so, let's meet them!

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Welcome to Teaching English to Large Classes Transcript
[The video can be viewed online. The transcript is provided below.]

Slide 1 Mike
Welcome to the Teaching English to Large Classes MOOC, an exciting online course designed to give you
skills to thrive as a teacher of large or multi-level classes.
Slide 2 Mary
Our team has designed this course with a passion for helping teachers of large, multi-level classes. Three
of the design team members work together at Azusa Pacific University, which is located in the greater
Los Angeles area in the United States. Azusa Pacific University, known as APU for short, has more than
7,000 students.
Slide 3 Tasha
The TESOL, or Teaching English to Speakers of Other Languages, programs at APU have existed for nearly
40 years, offering online and in-person classes and degrees. To get started, we would like to introduce
ourselves and the course content.
Slide 4 Tasha, Mary, Mike
Hello, everyone! My name is Tasha Bleistein, and I am a professor and the program director for the
Masters in TESOL program at APU. I taught outside of the US for 11 years and inside the US for even
longer. I especially enjoy teaching classes on language pedagogy and course design.

Greetings! I’m Mary Shepard Wong. I started teaching English in China in 1981 and have been in teacher
education at APU for 25 years. I like conducting research and presenting at conferences but most of all
learning with and from language educators around the world, like you.

Hello, my name is Michael Truong, and I serve as the Director of Faculty Development at APU. My job is
to help professors teach more effectively by using appropriate pedagogy, technology, and instructional
design. I also teach graduate courses on leadership for various departments.

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We have two more talented professors on our team—Nancy Ackles and Kitty Purgason. You can read
more about all five of us on the welcome page.

Slide 5 Tasha
Teaching English to Large Classes provides theories and many practical activities that can help you to
manage a large number of students and meet their needs. The Course Information and Overview page
gives you details about the topics of our course. The topics we will cover in this course include:
Backward design
Differentiated Instruction
Classroom Management Tools and Techniques
Classroom Activities
Assessing Large Classes

Slide 6 Mike and Mary

We hope that through taking this course, you will gain valuable knowledge and skills that will allow you
to make your own classes more interactive and effective for your students.
Our goal is that the strategies, frameworks, and best practices you learn here will inspire you to try new
activities with your students that encourage participation and make learning more fun and effective.
You will learn not only from us, but also from each other in the optional discussion. You each bring new
ideas from your experiences. We also hope that you find a community of fellow educators around you,
and you will share what you learn with them!
Let’s begin!
COURSE INSTRUCTORS

"Tasha Bleistein" by Tasha Bleistein is licensed under CC BY 4.0.

Dr. Tasha Bleistein is a professor, the TESOL Program Director, and the Interim Associate Dean for the College of
Liberal Arts and Sciences at Azusa Pacific University. She enjoys teaching about language pedagogy, technology,
and curriculum design. She has co-authored two books, One-on-One Language Teaching and Learning: Theory and
Practice (2015) and Teaching Speaking (2013; 2020), as well as a number of book chapters and journal articles. She
was a teacher for 11 years in Central America and Asia prior to returning to teach in the United States. When she is
not working, she enjoys trying out new recipes in the kitchen, growing vegetables in her garden, going for walks in
her neighborhood, and watching sports with her husband.

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"Mary Wong" by Mary Wong is licensed under CC BY 4.0.

Dr. Mary Shepard Wong is a three-time Fulbright Scholar and author/editor of five books related to her Ph.D. in
International Education (USC), Masters in East Asian Languages and Cultures (UCLA) and TESOL (APU). She is
Professor of graduate TESOL at Azusa Pacific University. She has taught for 40 years in the US, Hong Kong,
Thailand, Vietnam, and Myanmar and served as English Language Specialist to Vietnam (2020-2022). Her hobbies
are watching sci-fi, playing lego with her grandchildren, pets and gardening.

"Kitty Purgason" by Kitty Purgason is licensed under CC BY 4.0.

Dr. Kitty Barnhouse Purgason is professor emerita of TESOL at Biola University (Los Angeles), specializing in
language teaching methodology. She has a PhD in Applied Linguistics from UCLA. She has lived, studied, served, or
taught in India, Russia, Korea, China, Turkey, Turkmenistan, Mauritania, Indonesia, Kuwait, Oman, Vietnam, Spain,
Qatar, and Tajikistan. She is a three-time Fulbright fellow and is also a U.S. State Department English Specialist.
When she has time to relax she enjoys walking and hiking, reading novels that take her to different places and
times, and spending time with family.

"Nancy Ackles" by Nancy Ackles is licensed under CC BY 4.0.

Dr. Nancy Ackles earned her Ph.D. in Linguistics at the University of Washington where she taught in an intensive
English institute for many years. Like Mary, she is a three-time Fulbright Scholar. She has appreciated opportunities
to provide professional development to and learn from English language teachers in Albania, Azerbaijan, Ethiopia,
Mauritania, Myanmar, Kazakhstan, Tajikistan, Thailand, the USA, Uzbekistan, and Vietnam. She is the author of

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American Teens Talk and The Grammar Guide: Developing Language Skills for Academic Success. When relaxing,
she likes to walk, read silly murder mysteries, and watch baseball games.

"Michael Truong" by Mike Truong is licensed under CC BY 4.0.

Dr. Michael Truong has expertise in online and blended/hybrid learning, educational technology, instructional
design, faculty development, emerging technologies, and digital project management. He has served on board
leadership of professional associations at state, national, and global levels. He is also a frequent speaker and
consultant on the intersection of teaching, learning, and technology in the U.S. and Asia. He has served as a
Fulbright Specialist since 2019, working with Hanoi University, VNU University of Language and International
Studies, and Ho Chi Minh City University of Education. In addition, he has developed two MOOCs focused on online
education.

"Video" by Azusa Pacific University is licensed under CC BY 4.0.

Module 1 Task 2: Pre-Course Diagnostic Assessment

DIAGNOSTIC ASSESSMENT
A diagnostic assessment is an assessment that helps teachers to see what students know and what they
need to learn. This diagnostic assessment measures what you know coming into the Teaching English to
Large Classes course.

We don’t expect you to know all of the answers, not even most of the answers. Please take this 30-
minute assessment to see your familiarity with topics like backward design, student-centered
techniques, classroom management ideas, and motivation strategies for large classes. If you don’t know
the answer, it’s okay to guess as this assessment is ungraded.

"Quiz" by Azusa Pacific University is licensed under CC BY 4.0.

Module 1 Task 3: Welcome to Teaching English to

Large Classes

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This work, "TELC Banner," is adapted from "Untitled," by 12019 licensed under the Pixabay License; "Portrait of Students" by studiosea licensed
under the Canva License; "Untitled" Photo by Betsy Arce licensed under the Unsplash License; "Indian Children" by Church of the King licensed
under the Unsplash License; "Thai School Girls Studying Together" by Ron Lach is licensed under the Pexels License. This adaptation is licensed
under CC BY 4.0 by Azusa Pacific University.

WELCOME TO TEACHING ENGLISH TO LARGE CLASSES

Welcome!

Welcome to the Teaching English to Large Classes MOOC! Our five-module course provides practical
strategies for teaching in large and multi-level classes.

Module 1 begins with the first Teacher Support Circle video that introduces the idea of “backward
design.” If you haven’t heard of “backward design,” don’t worry! You’ll be able to explain it to colleagues
by the end of the first module.

Module 1 focuses on other important topics as you think about how to teach with a large number of
students or students with varying English levels in the same class.

In this first module, you will explore activities that help you to support students and manage your
workload in large classes. At the end of the module, you will be introduced to a project that you can
work on throughout the course, the exciting Teacher Tote portfolio.

Let's get started and enhance teaching practices together!

MODULE 1 OBJECTIVES
By the end of this module, you will be able to:

● Use backward design to create goals and matching assessments.

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 ● Collect three learning activities that can be used in the class to create a supportive environment
and to teach routines.

Module 1 Teacher Support Circle Video

Each module will begin with a Teacher Support Circle video. A Teacher Support Circle is a group where
educators come together to share experiences, ideas, and challenges to help each other in their
teaching journey. You will meet the members of the Teacher Support Circle and listen to them discuss
some of the issues they face in their classes and help each other to find ways to address those issues.

As you watch, consider what issues you would have shared with the group if you had been there.

Finding Solutions in a Teacher Support Circle Video Transcript

Mary: Hi Mike and Frances. I thought you both might be here. How’s it going?

Mike: Hi Mary. I’m just doing some email and then I have to revise my lesson plan.

Frances: Yes, me too. So how are you, Mary?

Mary: Fine really, but I’m not sure my students are learning enough. I thought our textbook was too
boring, so the past few weeks I had them play games. And they were having fun, but we were not
covering all the required material. And when I tried to make a test, it was hard to test the activities.

Mike: Yeah, I think I have the opposite problem. I’m covering all the content in the book, but then some
students seem lost and most are doing poorly on their quizzes. A few students even fell asleep in my
class and others are on their phone and not paying attention, especially the students in the back of the
class. So, I guess, Mary, we are both having the same problem with students not learning, but for
different reasons.

Mary: Yeah, my class is fun, but the students aren’t learning all the material they are supposed to be
learning, and in your class, the students are learning, but maybe you are losing some of them.

Frances: You know what? These two issues, either focusing too much on fun activities at the expense of
required content, or covering just the content without considering the students’ different needs, have
been mentioned in a book about “backward design.”

I used to struggle with some of these problems, and I read about “backward design” and I reworked my
classes, starting with setting my goals. What I wanted the students to be able to know and do at the end
of the course. And then I made sure that I would measure the goals in my assessments. And finally, I
developed activities and assignments. So, you see, it's backwards because you start with where you
want to end up and work toward the start.

Mary: Oh, that makes sense. If you start with the end in mind, you’re going to stay on track.

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Mike: I guess I need to worry less about covering all the material and more about making sure students
are learning, considering who they are and what they need in order for them to achieve their learning
outcomes.

Frances: Yes, that’s the basic idea of backward design.

Mary: This was really helpful, but I wonder how we are going to do it with so many students at so many
different levels. Why don’t we meet weekly to discuss the challenges of teaching English in large
classes?

Frances: That’s a great idea. We can discuss how to take attendance quickly, meet the needs of multi-
level students, and improve assessment.

Mike: Count me in! I like the idea of a teacher support group to share resources.

Mary: OK. I’m going to let the two of you get back to work, and I’ll see you both back here next week!
And someone send the topic and time for us to meet.

Frances: Sure thing, Mary.

Mike: See you next week, Mary, and let us know how your backward design works out.

Mary: Sure.

TO-DO LIST
In order to successfully complete Module 1, please do the following:

● View a welcome message and video. (20 minutes)

● Participate in an optional introductory discussion.
● View videos and read about Backward Design; then complete part of a Backward Design
template. (45 minutes)
● Read an article about learner-centered teaching and complete a graphic organizer. (45 minutes)
● Complete a quiz on designing a course, including Backward Design and learner-centered
teaching. (15 minutes)
● View videos and read introductions on ways to support learners in large and multi-level classes.
(45 minutes)
● Complete a quiz on supporting learners. (15 minutes)
● Select at least three items from Module 1 to place in your Teacher Tote. (30 minutes)
● Share the selected items in an optional Teacher Tote discussion.
● Complete the module checklist. (5 minutes)

You must score at least 70% on all graded quizzes to receive your digital badge and certificate.

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PREPARE FOR THE MODULE
Read the questions below and think about your answers as you prepare for Module 1.

Have you heard of backward design?

Could you explain backward design to someone else?
Do you have a plan for addressing multiple English levels in your classes?
Can you give advice to a colleague on how to do the following?
Create a welcoming class
Manage daily tasks like attendance
Organize large classes
Help students to feel special

"TSC Video," "Packet Download," and "To Do" by Azusa Pacific University are licensed under CC BY 4.0.

Module 1 Task 4: Module 1 Vocabulary

MODULE 1 VOCABULARY
Module 1 will feature the following key vocabulary words. You can return to this page to review as
needed. These words may appear in quizzes throughout the course.

Annotated (adjective)
Definition: has notes added to a document or book

Autonomy (noun)
Definition: the ability to make your own decisions

Chant (verb)
Definition: to sing or say a phrase in a song-like way

Communicative Approaches (noun)

Definition: way of teaching that focuses on learning through real-life communication, interaction, and
practical language use instead of memorization of rules

Consequences (noun)
Definition: the results of an action

Dictation (noun)
Definition: students listen and then write what they hear

Engage (verb)

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Definition: to attract someone's attention and keep them interested

Graphic Organizer (noun)

Definition: a visual tool that helps organize information or ideas, often diagrams, charts, or pictures

Learner-Centered Teaching (noun)

Definition: an approach to education where the focus is on the needs, interests, and abilities of the
students, making them active participants in their own learning process

Offensive (adjective)
Definition: rude or insulting and may upset others

Quick Write (noun)

Definition: a learning activity where students write without stopping for a short time

Routine (noun)
Definition: things you regularly do in a set order

Tune Out (phrasal verb)

Definition: to ignore or stop listening to someone

"Vocabulary" by Azusa Pacific University are licensed under CC BY 4.0.

Module 1 Task 5: Cascading New Knowledge and The

Teacher Tote Portfolio

CASCADING NEW KNOWLEDGE AND THE TEACHER TOTE PORTFOLIO

PROJECT
Have you heard of “cascading new knowledge” before? Watch this video to learn what cascading new
knowledge means and one way that you will be doing this in the Teaching English to Large Classes
course. Cascading new knowledge happens when you share information or skills with other educational
professionals.

Cascading New Knowledge Video

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© 2023 by Azusa Pacific University. Cascading New Knowledge and the Teacher Tote for the Online Professional English Network (OPEN),
sponsored by the U.S. Department of State with funding provided by the U.S. government and administered by FHI 360. This work is an
adaptation of Introduction to New Knowledge, by World Learning licensed under the Creative Commons CC BY 4.0 License, and can be found
here https://www.youtube.com/watch?v=srytCbZQeDY&ab_channel=TeacherTraining-WorldLearning. To view a copy of the license, visit
http://creativecommons.org/licenses/by/4.0. Adapted content is licensed under the Creative Commons Attribution 4.0 License, except where
noted. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0

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Cascading New Knowledge and The Teacher Tote Video Transcript
[The video can be viewed online. The transcript is provided below.]

In this video, you will learn about cascading, or sharing, your new knowledge and the optional project
for this course, The Teacher Tote.

In this introductory video, we will explain the term cascading, discuss why cascading activities have been
included in the course, consider how you may benefit from cascading and describe how you can get
engaged in cascading. Let's start. What is cascading?

You have certainly seen a cascade before. A waterfall descending over a steep, rocky surface. You may
have also encountered this word in other contexts. A cascade of sounds. or a cascade of events, where
this word is used metaphorically to refer to something falling or rushing forward in large quantities. In
education, cascading is often used to describe a way of sharing knowledge and experience among
professionals.

For example, after attending a professional development event and learning new approaches, some
teachers may teach other teachers what they have learned. In other words, they cascade new
knowledge.

Why cascading in this course? There are two main reasons. You may have guessed the first one.
Increasing the course impact. When you are accepted to this course, You were given a fantastic
opportunity to learn and grow professionally with peers from all over the world.

Once you complete the coursework, we are certain you'll become a fountain of knowledge. It's only fair
that you share some of your knowledge with those who have not had the chance to join the program.

The second reason is perhaps less obvious. Double year learning. A Roman proverb says, When we
teach, we learn. You know that from your own experience, explaining something new to students
pushes you to think deeper and harder about that concept. You reorganize your knowledge, and that
improves your own understanding. Also, it helps you identify ideas you need to clarify, or things you
need to improve.

We are sure you have many questions about cascading. What does cascading look like in practice? Will I
have to organize lectures or classes for my colleagues? I don't have time for this! Cascading can take
many shapes and forms. In many ways, it mirrors teacher learning, which can take place in formal to
informal contexts.

A tote is a bag. How do you bring your teaching materials to and from school? Do you use some kind of
bag? What do you keep in your bag or tote bag? Many teachers may have papers to grade, pens and
pencils, textbooks, or other supplies that they carry in their teaching bag.

In all 5 modules in this course, you will be introduced to activities that you can use in your classroom. At
the end of each module, you are asked to choose three activities from the module to add to your own
teacher tote. At the end of the five weeks, you will have at least fifteen activities or ideas to use in your
own classroom and to share with others.

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At the end of our first module, you will be able to download a Teacher Tote Template where you can
keep all of the activities you choose. As you begin module 1, think about which of the activities you
would like to add to your Teacher Tote. Of course, you can always add more than three!

At the end of Module 1, you will learn more about the Teacher Tote project and have a chance to start
building your own Teacher Tote. Sharing your learning with other educational professionals through the
Teacher Tote project is a way of cascading new knowledge.

"Teacher Tote" and "Video" by Azusa Pacific University are licensed under CC BY 4.0.

Module 1 Task 6: Introductory Discussion (Optional)

INTRODUCE YOURSELF

During this course, you can participate in optional discussions with teachers from around the world. You
may add a photo of yourself to your post, but this is not required.

You may choose to share any information you feel comfortable sharing. Here are some prompts that will
help you get started:

● What is your name? How do you want your peers to address you? (for example, "Please call me
Julia.")
● Where are you from?
● Where do you teach?
● What are your biggest challenges with teaching large or multi-level classes?
● Share one or two of your hobbies or interesting facts about you.

Read other participants' introductions and respond to at least one of their posts. When you respond, try
to comment on what your peer(s) said, add additional information, and/or ask a question. If you have
time, reply to the responses on your own post.

Netiquette

Netiquette reminds us how to politely interact in online forums, like this discussion. You can read about
netiquette in the Syllabus and Lesson 5c: Discussion Tips for MOOCs.

Sample Discussion Post

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 Hello everyone!

I'm Sonya Lin from Hong Kong. You can call me Soyo. I teach in a public secondary school in the
New Territories of Hong Kong. My biggest challenge in teaching large multi-level classes is
adjusting for the different levels of students. Some are almost fluent in English, while others have
a lower level and are hesitant to speak. As for my interests, I like to paint with watercolors and
cook Asian fusion dishes. One more interesting fact is that I love to travel, although I have not
been to too many places besides Singapore. Let me know if you are ever in Hong Kong and I’ll
show you my school!

How to Post

Click the Reply button and then type your reply in the box. When you finish typing your post, click Post
Reply.

>>>> Please note that this discussion can only be completed in Canvas <<<<

"Discussion" by Azusa Pacific University is licensed under CC BY 4.0.

Module 1 Task 7: Backward Design

BACKWARD DESIGN INTRODUCTION

“Office organizer close-up” by Tim Gouw is licensed under the Unsplash License.

Consider how you plan for a new class. How do you start? Some teachers might look at the textbook and
start where the textbook begins. Others might talk to teachers who taught students the year before and
see what students need to learn. There are many ways to begin.

In 1998, a book named Understanding by Design was published by Grant Wiggins and Jay McTighe. They
proposed a “backward design.” Instead of starting with the curriculum or textbook or starting with what

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has always been taught, teachers should look at what students should be able to do or the knowledge
they should have at the end of the class.

Backward design can be very helpful for English language teachers, because it helps us focus on relevant
and effective tasks.

Let’s watch a short video overview of the difference between traditional design and backward design.

Backward Design Introduction

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Backward Design Introduction Transcript
[The video can be viewed online. The transcript is provided below.]

Slide 1
This short video provides an introduction to backward design.

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Slide 2
Before we talk about “backward design,” let’s examine traditional approaches to designing classes.
In a traditional design, the planning process often looks like this.
1. Select the topic or information to teach (or follow a textbook with selected topics).
2. Plan lessons to help students to learn that topic.
3. Create an assessment to check if students learned the topic.
Does this look similar to what you have done in the past?

Slide 3
Wiggins and McTighe identified two common problems. They called these the “twin sins,” which means
two big problems.

Coverage-focused teaching happens when teachers focus on content. Teachers are focused on a topic,
for example past simple, and they will move on to the next topic following their plan, even if students
haven’t mastered or learned the topic. Maybe you can remember a time when you were determined to
finish all of your presentation, the activities in the book, or your lesson plan, even though it was clear
students weren’t actually learning.

Activity-driven teaching happens when teachers fill class time with fun games or tasks without
considering what students are learning. Maybe you have had an experience where students were
engaged and really enjoying learning, but you realized that you had nothing to include on the exams or
your students didn’t do well on their tests.

Slide 4
To avoid these problems, Wiggins and McTighe ask teachers to consider a question.

How can we plan our teaching so that we help students to learn better?

They answer the question by starting with the end or the goal. That is why the approach is named
Backward Design. Backward Design is a course or curriculum framework. It provides a way for you to
organize your units or teaching or an entire course.

Slide 5
The stages of backward design are:
1. Identify the desired outcomes. Start with what you want your students to learn or be able to do by
the end of the lesson or unit, the desired outcomes.
2. Plan the assessments. Plan a way to measure if students have achieved these desired outcomes.
You could use tests or quizzes, but also consider projects and activities in communicative language
classrooms. The key to backward design is making an assessment plan before planning the day-to-day
activities of the course.
3. Design the learning activities. Plan activities and lessons to help students learn and achieve the
desired outcomes. As you plan your lesson for each day, keep your goals in mind. Give the students the
information and the opportunities to practice that they need in order to develop their skills and do well
on the assessment that you plan to give them.

Slide 6
If you follow the three backward design steps, students can understand and master the material. It’s
important to remember that we need to be flexible. We may need to change our plans while we are
teaching or even change our goals and assessments.

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SETTING GOALS

“What are your goals in life?” by Markus Winkler is licensed under the Unsplash license.

Backward design focuses first on the goals –what students will be able to do at the end of the unit or
course–as teachers start planning. In this section, you will focus on setting goals for one of your classes.

You may complete a backward design plan using the provided template. Submitting this plan is optional,
but we strongly encourage you to complete it. You may download or view the Backward Design
Template to work on for a class of your choosing. As you watch the video, you can pause the video and
start to complete your own backward design plan.

BACKWARD DESIGN TEMPLATE

What is your ultimate goal for student learning?

Goals: What does learning look like? Evidence (Assessment): How will I
measure learning?

Students will be able to: 1.

1.
2.
2.
3.
3.

Learning Activities: What activities will be utilized so that students can achieve their
goals?

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1.

2.

3.

Backward Design Goals and Assessment

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Backward Design Goals and Assessments Transcript
[The video can be viewed online. The transcript is provided below.]

Slide 1
This video focuses on goals and assessments in the Backward Design planning process.

Slide 2
Think about a specific class that you teach, like Grade 3 English. Think about what success would look
like at the end of the school year. One of the ideas behind backward design is that you should have a
clear goal in mind. Knowing what is most important can help you to stay focused throughout the course
and lead to success in the end.

Now think about this question:

What is your big or ultimate goal for student learning in your class?

You might stop the video now and imagine what success would look like. When you are ready, write
down your ultimate goal on the Backward Design template.

Slide 3
Hopefully, you wrote down your ultimate goal on the template. Let’s look at a sample template for
Grade 7 English. For this teacher, the goal is for students to gain confidence to speak and write phrases,
not complete sentences yet.

Students will be able to confidently write and speak using short and simple phrases in authentic settings.

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The teacher wants students to be able to transfer their writing and speaking skills to real-life or
authentic situations.

Slide 4
Once you have your big or ultimate goal, it’s time to set some specific or measurable goals. In this stage,
you might look at standards that your school or the national education system has set for your students
to help you choose or write goals.

Goals should be specific, measurable, achievable, relevant, and time-bound (SMART). You may want to
think about the language skills you want students to develop, for example, reading and writing, as well
as any content or cultural understanding that students should learn.

Your goals might focus on:

• Skills like grammar and writing sentences
• Understanding like cultural norms or rules
• Transfer like communicating outside the classroom or moving to the next English class

Slide 5
If there are government standards that your students must achieve or if your textbook lists goals and
objectives, think about these too as you set goals for your class. You might also group your goals in
categories such as language skills, cultural awareness, or social and personal development. Let’s
consider one possible goal.
Listening: Students will be able to respond appropriately in basic conversations, to instructions, and to
announcements.

Slide 6
Remember to think about what success will look like at the end of the year. Take a minute to imagine
the last day of class and what students can do.
Please pause the video and write your own goals in the Backward Design Template or on your own
paper.

Slide 7
Now that you have created your goals, it’s time to plan assessments or decide what evidence will show
that students have met the goals. How will you know if students have met the goals?
It’s important that goals and assessments match. If your goal is that students will be able to speak for
three minutes, but your assessment is a grammar test, then the assessment isn’t valid–it doesn’t match
the goal.

Good assessments measure the goals and help to guide what we teach and how we teach it. They help
students to learn more as they work to meet the goals of the course.

Slide 8
Let’s look back at our sample goal and see how we could measure it.

Listening Goal: Students will be able to respond appropriately in basic conversations, to instructions, and
to announcements.

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For this one, you might have activities where students have group conversations. As you listen to the
conversations, you can evaluate whether or not your students are responding to each other well in
English.

You could conduct Total Physical Response (TPR) activities where you ask students to follow instructions
by raising their hands or turning their papers over.

You could also give announcements and have students answer questions or complete a task.
All of these could be included in a final exam that has a section where students listen and answer
multiple choice questions about instructions and announcements as well as a group conversation part
using a rubric to mark participation.

It’s important to note that our evidence or proof of learning doesn’t have to be a quiz or test at the end
of a unit or the school year. You can measure learning throughout the course.

Assessments can take different forms, such as written tests, oral presentations, projects, role plays, or
even real-world tasks like writing an email or giving a short speech.

Now that you have watched the video or read the transcript, begin completing the assessment section
of your backward design template. You may want to use information from Module 5 to finish this
section of your template in the future.

At the end of Module 1, you will have the opportunity to share your Backward Design Template with
fellow teachers in an optional discussion.

CREATING LEARNING ACTIVITIES

“Untitled” by Ismail Salad Osman Hajji dirir is licensed under the Unsplash license.

Backward design starts with the end in mind (desired outcomes), develops ways to measure student
understanding (assessments), and then creates engaging and purposeful activities to help students
reach those outcomes (instructional activities). This approach helps English language teachers to create
meaningful classes that meet their students' needs.

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With the learning outcomes and assessments in place, the final stage of backward design is designing
learning activities and lesson plans that will help students to achieve the outcomes.

Activities might include lessons from the class textbook, interactive exercises, group discussions, reading
comprehension tasks, vocabulary games, and more. We will explore a number of learning activities in
Modules 3 and 4 that you may want to include in your teaching. You may wait to complete the learning
activities part of your template until after you finish those modules.

Teachers have many tasks to complete as a school year begins. We usually feel like there is too much to
do, and planning assessments for the end of the course probably seems like more than we can do on top
of all the other things required of us. However, this is true: writing out your goals and planning your
assessments at the beginning of the course will make every day of teaching easier, will lead to greater
student learning, and will make the last weeks of the course much easier.

Reference

(This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this
course. It is not Public Domain or Creative Commons-licensed, and therefore not for public use.)

Wiggins, G., & McTighe, J. (1998). Understanding by design. ASCD.

"Video" by Azusa Pacific University is licensed under CC BY 4.0.

Module 1 Task 8: Learner-Centered Teaching

LEARNER-CENTERED TEACHING

“Preschool kids drawing in daycare” by Ida Rizkha is licensed under the Pexels License.

One of the problems with traditional teaching that Backward Design tries to solve is that teachers often
focus on content instead of on students’ learning. In contrast, learner-centered teaching means the
needs, interests, and abilities of students are the focus. Learner-centered teaching gained momentum
during the 1970s and 1980s, exemplified by the publication of books like "The Learner-Centered

36
Curriculum" (Nunan, 1988). Learner-centered teaching asks students to actively participate and take a
central role in their learning. Benson (2012) provides a list of key characteristics of learner-centered
teaching.

● Create an environment where students can make decisions.

● Give students a central role in the process of constructing knowledge.
● Encourage interaction among students to build collaboration and allow for meaningful peer-to-
peer engagement.
● Develop a sense of ownership of their learning among students by allowing them to play a role
in teaching and assessment.
● Nurture students' ability to explore and discover in the class and outside of class.
● Incorporate students' background knowledge and experiences in the classroom.
● Connect content to real-world applications and contexts.
● Encourage students to engage in reflective practices to build self-awareness and critical thinking
skills.
● Motivate students to prepare for active participation.

Throughout this course, you will explore how these characteristics can be implemented in large classes.

In communicative approaches, teachers focus on meaningful communication and real-life application.

In large classes, instead of lectures, teachers can engage students in group discussions, problem-solving
tasks, and projects. Communicative approaches give students power in their learning and can increase
their engagement.

Please read the article from English Teaching Forum, Student-Centered Teaching in Large Classes with
Limited Resources to learn more ways to use communicative approaches in large classes. The Student-
Centered Teaching in Large Classes with Limited Resources Article Summary is also provided if you
would like a shorter reading.

As you read the article, please take notes in the Student-Centered Teaching in Large Classes with Limited
Resources Graphic Organizer or on your own paper to prepare for the quiz.

Student-Centered Teaching in Large Classes with Limited Resources Graphic

Organizer

The authors describe Josue’s classroom in Haiti. How is your classroom the same and how is it
different from Josue’s classroom?

Same Different

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The authors define a large class as having 50 to 80 students in it. How would you define a
large class?

A large class is…

The authors list some of the advantages of teaching large classes. List some of the authors’
ideas and add your own ideas to the list below.

Advantages

The authors mention some of the challenges of teaching large classes. Under each challenge,
explain the challenge and write some of the authors’ suggestions. Add your own suggestions,
too.
1. Managing the classroom
a. Maintaining discipline

b. Correcting large amounts of written work

2. Using pair and group work to encourage cooperative learning

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 3. Teaching with limited resources

4. Motivating students in heterogeneous (multi-level) classes

Renaud, S., Tannenbaum, E., & Stantial, P. (2007). Student-centered teaching in large classes
with limited resources. English Teaching Forum, 45(3), 12-17.

Read the article or the shorter article summary below. Remember to take notes in your template to help
you on the quiz.

Student-Centered Teaching in Large Classes with Limited Resources Article

Student-Centered Teaching in Large Classes with Limited Resources English Teaching Forum.pdf

39
Student-Centered Teaching Article Summary

A. Many teaching methods taught in the West may not be practical in classes with more than 50
students especially for classes that may lack electricity, books, and teaching supplies.
B. The definition of a large class is not just a number. As stated by Baker and Westrup (2000) “A
large class can be any number of students, if the teacher feels there are too many students for
them all to make progress”.
C. The authors believe that student-centered approaches are possible in large classes with 50- 80
students even with limited resources.
D. Advantages of large classes are:
a. The variety of human resources such as when higher level students help those at lower
levels.
b. The opportunity for interaction.
c. The need for students to find strategies to learn and for teachers to develop as they find
new ways to learn.
d. The collaboration that takes place.
E. Four challenges in large classes and some ways to address them include:
a. Managing the classroom
i. Create classroom rules and routines.
ii. Provide variety (appealing to multiple learning styles) to keep interest high.
iii. Don’t waste time taking role and create a seating chart to help.
iv. Select peer mentors or coaches to help, and maintain respect.
v. Assign group quizzes and written tasks and teach self and peer editing to save
time in grading papers.
b. Using pair and group work to encourage cooperative learning
i. Explain why group work is important and the value of time spent
communicating and actively using the language.
ii. Start with simple and short group work tasks.
iii. Get into groups quickly with assigned groups and rotating roles.
iv. Establish quiet signals and provide one handout per group so they share.
v. Ask students to set goals and monitor their L1 use in groups.
vi. Teach polite and respectful ways to interact.
vii. Give clear instructions and check for understanding.
c. Teaching with limited resources.
i. Besides students copying from the board, ask students to write out what you
say and then check their work with a partner.
ii. Ask students to bring objects to class from home to share and talk about.

40
 iii.Write important things on large sheets of paper (perhaps multiple copies)
before class to save time.
iv. Use pictures, realia, and students themselves to illustrate points.
d. Motivating students in heterogeneous (multi-level) classes
i. Discuss why learning English can help them.
ii. Prepare fun supplemental tasks and questions for more advanced students who
finish early to complete so they are not bored.
iii. Prepare tasks at multiple levels and for multiple ages.
iv. Build positive relationships with students and help them be successful.

Reference

(This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this
course. It is not Public Domain or Creative Commons-licensed, and therefore not for public use.)

Baker, J., &Westrup, H. (2000). The English language teacher’s handbook: How to teach large classes
with few resources. Continuum.

Reference

Renaud, S., Tannenbaum, E., & Stantial, P. (2007). Student-centered teaching in large classes with
limited resources. English Teaching Forum, 45(3), 12-17.
https://americanenglish.state.gov/files/ae/resource_files/english_teaching_forum_463.pdf

Copyrighted References

(This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this
course. It is not Public Domain or Creative Commons-licensed, and therefore not for public use.)

Benson, P. (2012). Learner-centered teaching. In A. Burns and J. C. Richards (Eds)., The Cambridge guide
to pedagogy and practice in second language teaching (pp. 31-37). Cambridge University Press.

Nunan, D. (1988). The learner-centered curriculum: A study in second language teaching. Cambridge
University Press.

Module 1 Task 9: Backward Design and Learner-

Centered Approaches Quiz

QUIZ
>>>> Please note that this quiz can only be completed in Canvas <<<<

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Take the Backward Design and Learner-Centered Approaches Quiz for Module 1. You can take the quiz
as many times as you need. It is set up to keep the highest score. As you take the quiz, you may refer to
your notes if necessary. Be sure to read the feedback after you submit your answers. Please note that
you must score at least 7 out of 10 points to move on to the next module.

Good Luck!

"Quiz" by Azusa Pacific University is licensed under CC BY 4.0.

Module 1 Task 10: Supporting Learners in Large and

Multi-Level Classes, Part 1
CREATING A SUPPORTIVE ENVIRONMENT
An important aspect of teaching large classes is creating a supportive environment that builds
community, ensuring students feel seen, valued, and safe. Teachers can create a safe learning
environment when they learn students’ names, learn about their students’ lives, and establish clear
class guidelines.

Learning Names

Learning names is important because it fosters student-teacher relationships. It also helps the teacher
with class management and taking attendance. Read about the activities below to learn new ways to
learn students’ names. Choose one new way you might try to learn names.

“name tent” by Azusa Pacific University is licensed under CC BY 4.0.

● Name Tents. Ask students to create name tents, which can be made by students folding a paper
in thirds, making a triangle, and writing their name in large letters on one side. You can also
prepare name tents made from thick paper and ask students to draw on them. After you learn
their names, keep them as a way to call on students or take attendance.

● Photos. After students have name tents on their desks, use your phone to take photos of each
student with their name card in view. You can quiz yourself on their names on your phone later.
Another idea is to take pictures of groups of students (10 to a photo in two rows of five) and

42
 later write their names on the photos.

Name Nickname Likes Dislikes Languages Dreams Good at Dates

Missed

Grace Korean Sports Mandarin, Travel Leading 9/4, 10/9

Dong Ping Drama, Cantonese
Zheng Cats

Juan Carlos Juanqui Football Homework Spanish Art Drawing, 9/5

Mendoza painting

● Annotated Roster. Create a roster (list of all of the students in class) with a table with space for
notes in columns such as nicknames, home languages, favorite activities, skills, etc. Don’t forget
a place to note days absent. Students can help you collect data for this roster, as you will see in
the “learning lives” activities suggested below.

● Name/Identity Collage. Ask students to create a “Who am I?” collage (collection of pictures)
that includes the meaning of their names and images of their interests to be displayed in the
classroom. Students can draw these or, for those not able to draw, they can cut images from
magazines. Consider asking a few students to create some samples first. This activity can be
completed as homework if time runs out in class.

Learning Lives

Learning about students’ lives demonstrates your care for students and helps you adapt content to
make it more relevant and interesting to them. It also builds community when students learn more
about each other.

As you watch videos and read about ideas, consider ways to learn about your students. Decide on one
new way you will try to learn more about your students’ lives.

● Discovery Activities. Watch this short video on learning about your students' lives.

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Learning Lives and Building Community

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Learning Lives and Building Community Transcript
[The video can be viewed online. The transcript is provided below.]

Slide 1
Welcome to this short presentation on supporting learners, learning lives, and building community.

Slide 2
Students build community in the classroom by working together, such as asking and learning about each
other's lives. Let’s explore one activity where students can work together to learn about each other.
Student interviews is a discovery activity using a table and the categories you created in your annotated
roster. The annotated roster was suggested in the learning names section of our course. Provide the
table for students, or ask them to create it by copying it from the board on to their own paper. Ask
students to interview classmates to fill in the information for five people. Students can share what they
learned with a partner and then turn in the table, so the teacher can fill in your annotated roster with
the information.

Slide 3
Things in Common is another activity that you can do early in the school year to learn about students.
Put students in pairs and ask them to find things in common. Model this for students by writing some
sample questions on the board and having two students try this in front of the class. Molly and Mei will
ask each other about their likes and dislikes. Molly asks Mei what she likes to watch and learns she is a
big fan of the Harry Potter movies. Mei also likes them. Once the pair finds several things in common,
they write a short paragraph together which you put on the board as a model.

Molly and Mei have a lot in common. They both like to watch Harry Potter Movies and they both like to
eat pizza. Molly is a big fan of K-pop, and Mei likes it, too. Mei and Molly both like art class.

46
A few pairs can write their paragraphs on the board, read them to the class, or form a group with three
pairs where each pair can read their paragraph to two other pairs. The teacher can learn about some of
the students’ hobbies and interests by listening.

Slide 4
Find Someone Who. Find Someone Who is another way to get students learning about each other. The
teacher prepares a box with five rows and five columns with statements like, likes to read, or can cook.
The teacher hands out one sheet to each student, or has them copy it in their notebook. Students get up
and walk around, asking one question at a time on the grid to other students, such as, do you have more
than five brothers or sisters, or Do you speak more than three languages? When they find someone who
matches the statement, they ask the student's name and write it in the box. Once someone gets five in a
row, they raise their hand and shout, Bingo! And the game ends. Or you can allow students to continue
until someone gets all the boxes filled in if it's going well. Teachers can collect the sheets to learn about
the students. This can get a bit chaotic in large classes, so review the classroom guidelines and have a
system in place to keep the noise level down and to get students' attention.

Slide 5
Get to Know Me Gallery Walk. A gallery walk is a wonderful activity for large classes. You can tape or
place hooks around the classroom where student work can be posted. Select a number of students to
post their work and have other students move in groups around the classroom where they listen to the
students present about their work and ask questions. One way to do this in the first days of class is to
have students complete a “Get to Know Me” worksheet. They can also complete this on their own
paper. Select 10 students to share their worksheet by standing along the classroom walls. Have groups
of eight to ten students rotate around the classroom, asking them questions like, Hmm, what are your
favorite colors? Ring a bell or clap to have groups move on to the next student.

● Four Corner Intros. Watch this video about one activity that you could use on the first day of
class to learn more about students.

"Student Engagement" by American English is licensed under CC BY ND.

Student Engagement Video Transcript

What do you do on the first day of school? How do you engage students?

Here is one engaging activity that you can use on the first day of school. It is called four corner intros.

First, give each student a piece of paper and ask them to fold it in four equal sections. Then, give
students four prompts, one for each section of the paper. For example, in the top left section draw an
object that is important to you. In the bottom left section, write about your favorite memory from the
previous year. In the top right section write down something you are afraid of. In the bottom right
section, write down your favorite English word.

Once students have finished drawing and writing, ask them to walk around the classroom and talk with
other students about their work. Finally, ask the students to share about something they learned about
another classmate with the whole class. What activities do you like to use on the first day of class to
engage students? This is American English. Thank you for watching.

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CLASS GUIDELINES
Having clear guidelines for what happens in our classes is another way to support learners. Students of
all ages benefit from knowing that the class will have clear structures and procedures. Watch the two
videos below to learn more about creating guidelines in your classes.

"Creating a Positive Classroom Community" by American English is licensed under CC BY ND.

Establishing Class Guidelines

Creating a Positive Classroom Community Transcript

Does your classroom have rules and expectations? Why are these important to building a positive
classroom community? Listen to the following example of how a class created expectations to
strengthen their community.

Since today is our first day of class I want to talk about rules and expectations. What expectations do
you think are important for our class?

I think it’s important that we all respect each other. For example, we should respect each other’s
options when we share ideas in class. It doesn’t feel good when someone makes fun of something you
said.

That’s an excellent suggestion. We want everyone in our community to feel comfortable participating.
What about when you’re working in groups? What expectations should we have for group work?

We need to make sure we cooperate with each other. We need to work together and when there’s a
conflict, we need to listen to each other and resolve the issue together.

I agree. We’ll disagree with each other sometimes and it’s important that we stop to listen to each other
when that happens.

In the conversation we just listened to, the class talked about the importance of respect and
cooperation in the classroom. What other topics do you think are important to consider when creating a
positive classroom community?

This is American English. Thank you for watching.

Additional Resources (Optional)

● Effective Strategies for Teaching Large Classes. Explore additional techniques for creating
engaging and interactive lesson plans when working with large, multi-level classes.
○ AE Live Webinar
● Mingle Bingo. This icebreaker is a classic mingle activity in that it involves a face-to-face
exchange of information between classmates, with learners chatting simultaneously and then
reporting their findings to the entire group.

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 ○ Mingo Bingo Instruction Sheet

"Video" by Azusa Pacific University is licensed under CC BY 4.0.

Module 1 Task 11: Supporting Learners in Large and

Multi-Level Classes, Part 2

Class Routines
Students can also feel supported when we have clear routines. They help students know what to expect
and thus feel both safe and comfortable. In this section, you will learn about routines at different times
in the class–beginning, middle, and end.

A routine is something that happens regularly in your class. For students, the predictable schedule and
familiar activities provide security and reduce stress. For teachers, good routines reduce preparation
time. After students have learned the routines, many can be done by students independently and this
both gives the teacher more time and gives the students autonomy and responsibility.

1. Routines at the Beginning of Class

Routines at the beginning of class could be an opener, such as “Good morning, today is Wednesday. We
are ready to learn!” It could also be a warm-up or “do now” activity.

Warm-Up

Beginning the class with a short, fun, whole-class activity can get the students ready to learn. Teachers
can lead the class in:

● a song or chant they know well

● breathing exercises to help students relax
● vocal exercises to help students get ready to speak English
● a dictation to help loud students settle down
● a timed quick write

This video gives some examples.

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Warm-Up Activities

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Warm-Up Activities Video Transcript
[The video can be viewed online. The transcript is provided below.]

Slide 1
One common routine at the beginning of class is a warm-up activity.
Slide 2
Beginning the class with a short, fun, whole-class activity can get the students ready to learn. Warm up
activities are ones that the teacher leads the class in.
Slide 3
Songs are fun ways to begin a class. American English at State has several collections with great songs
and lots of ideas for activities.
Slide 4
A short activity that’s good for a large class and only requires a chalk board is Stand When You Hear.
Write a few key words from the song on the board. Play the song. When students hear a word on the
board, they stand up.
After students are used to doing this, you can divide the class in half and put up another list—or the list
could be for advanced students.
Slide 5
If you need something quieter to start your class, lead the students in some breathe in and breathe out
exercises.
Slide 6
Students can also benefit from exercising their voice to get ready to speak English. Ah, ah, ah. Eh oh, eh
oh, eh oh. AI ow, ai ow, ai ow. Ee ah, ee ah, ee ah. Slide up and down with a, ei, ee, o, u. and so on. Do a
little research to find more exercises that can help students from a particular language background
sound confident and natural when speaking English.
Slide 7

54
Another warm-up that can quiet a class which has come in from a noisy time is a dictation, where a
teacher asks the students to write what the teacher says. Since it’s a warm-up, keep it short—five
words, two sentences. It’s also good to use text that students are familiar with. It will be a review for
them. To make it easy to check, it might be from the textbook, so you can say, “if you want to check
your work, turn to page 23, and look at the top paragraph.”
Slide 8
There are many kinds of warm up activities, but we have time for just one more. I’ve chosen it because
it’s good for a large class and can be adapted to all levels—a quick write. Give the students a prompt or
question--usually related to something you’ve been studying. For example, if you’ve finished a unit on
health, the prompt might be, “ways to stay healthy.” Students write for a few minutes without stopping.
If they can’t think of a word, they just draw a line. They don’t have to worry about correct grammar—
they just have to keep writing in English until you say stop. There’s no need to correct their writing—the
purpose is just to get students warmed up, thinking in English, and ready for class.
Slide 9
Can you think of adaptations of these activities or other warm-up activities that will work for your class?

Do Now

A “do now” activity is something students do independently as soon as they enter the classroom.
Teachers can write on the board or project on the screen instructions for students to:

● Respond to a quotation, joke, puzzle, or very short story

● Do a timed reading
● Review vocabulary
● Find a mistake in a few words or sentences
● Model sentences (sentence frames)
● Talk about a picture

Connect this activity to goals related to previous lessons for review or the next lesson to increase its
benefits. Again, it should be a short activity and not take too much time. Watch this video for some
examples and details.

Do Now Activities

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Routines: Do Now Activities Video Transcript
[The video can be viewed online. The transcript is provided below.]

Slide 1
One routine that teachers can do at the beginning of class is a “Do now” activity. A “do now” activity is
something that students do as soon as they enter the classroom, or as soon as the bell rings for their
new class.
Slide 2
It’s a routine that gets them ready for learning without wasting any time. It’s an activity students can do
independently, so the teacher is free to get ready for teaching. I’ll be giving examples for a variety of
students, classes, and levels.
Slide 3
One way to give students a do now activity is to write something on the board, with instructions.
Slide 4
It might be a quotation to respond to. [pause]
Slide 5
Or a funny joke, perhaps linked to the topic of the unit students are working on. [pause]
Slide 6
Students might like a puzzle to solve. [pause]
Slide 7
Do now activities can involve reading. You can give them a short text on the board, on a handout, or
from their textbook.
Slide 8
Challenge the students to read a short text three times, trying to get faster and faster. For example, can
they go from 45 seconds to 30 seconds to 28 seconds?

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Slide 9
This is a good time for vocabulary review too,
Slide 10
For example, asking students to sort into categories. When there’s more than one right answer, it’s good
for critical thinking too.
Slide 11
You can save mistakes from student work and use them for a do-now activity.
Slide 12
For example, related to the simple present. An extra step can be added for students who might finish
fast.
Slide 13
You can also use what your students are learning to write in order to create an activity using a model
sentence, or sentence frame.
Slide 14
Model sentences are good for students who need grammar practice as well as writing.
Slide 15
Finally, if you are able to project a picture, it can be used for a do now activity.
Slide 16
Students can either talk or write about it. By the way this may also be a good opportunity to get
students thinking about how photos can be altered—an important part of critical thinking.
Slide 17
These do now activities are supposed to be short. They are for the first five or ten minutes of class to get
the class to settle down and focus on the rest of the lesson. They are good ways to either review a
previous lesson or prepare for a new lesson.
One way of creating a routine, but also interest, is to have a different kind of do-now activity each day of
the week.
Slide 18
At first, students may need help in following instructions. But these activities are designed to be
routines. Soon, students should be able to work independently.
Slide 19
Finally, we hope that you and your colleagues will share the do-now routines that you’ve found or
created. Then you’ll all have even more.

2. Routines in the Middle of Class

Regular Instructional Activities

Some of our instructional activities, or ways of teaching a certain skill, are routines. For example, we
might do every reading lesson with this sequence: pre-reading, listen-and-read-along, comprehension
questions, discussion questions, and more post-reading activities.

Sometimes new teachers think that they need to do new activities every day. Variety and innovation can
be important, but it is also important to have regular routines. In Modules 3 and 4 you’ll get more ideas.

Engaging Students with Movement

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During class, when students might tune out and stop listening to us, we can involve them again with
lively activities such as:

● Stand up or sit down (or thumbs up/down, if appropriate in your culture): Give students yes/no
or true/false questions. (“Stand up if yes: Do you have a brother?” “Stand up if true: The United
States Senate has 100 members, two from each of the 50 states.”)
● Turn and talk: Students turn to a classmate near them and respond to a prompt with a word or
sentence (“How are you feeling today?” “What is your favorite kind of music?” “What is the
most urgent problem in your neighborhood?” “Use ‘be going to’ and talk about you and this
weekend.”)
● Timed breaks: In a long class, take a break in the middle for students to stand up, do some
stretching, check their phones and put them away again, and so on. Set a timer and perhaps
play some music, so the end of the break will be clear.

3. Routines at the End of Class

Exit Tickets

If students know they must turn in something at the end of class (to their team leader or to the teacher
standing at the door), they will pay better attention during class. Some examples are:

Fill in the Blank

Teachers can write or project one or two sentences with blanks. Students can fill in the blank on a small
piece of paper and turn it in as they leave class.

Examples:

● Today I learned ____.

● One word from today I remember is ____.
● ___ was hard/OK/easy today.
● Tomorrow I want to learn ____.

Emojis

Circle how you feel at the end of the class.

This work is an adaptation of “3D Stylized Sarcastic Emoji” by Sparklestroke, “Sad Emoji Icon” by Pixabay, “Thinking, Emoji,
Smileys, Reaction, Feelings, Emotion Icon” by Freeicon, “emoticons emoji smile cute yellow #5” by Mutaqin, and “3D Stylized
Starstruck Emoji” by Sparklestroke used under the Canva Free License. This adaptation is licensed under CC BY 4.0 by Azusa
Pacific University for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

3-2-1

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Write on a piece of paper or share three big ideas you’ve learned, two examples you can think of, one
question you have about class today.

It can take time to establish your patterns, routines, and procedures. Explain what you want students to
do and why. Model the routine; give students examples and opportunities to practice. Give them more
practice until it becomes familiar and automatic.

ATTENDANCE PROCEDURES
It is important, but also stressful and time-consuming, to take attendance and to help students who
have been absent. Here are some ways to make these procedures go more smoothly.

Take Attendance and Review Content

When it’s necessary to actually call attendance, for example if you’re learning names at the start of the
term, or if you have young learners, you can ask students to respond with an English word. For example,
“When I call your name, tell me your favorite color.” “When you hear your name, say a word from
yesterday’s lesson.”

Give Responsibility to the Students

With older learners, give students the job of taking attendance. This can be done in several ways as a
whole class or as groups (more in Module 3).

● There is an assigned seating chart. A student leader notes who is missing.

● Students sign in on a paper or using an app within the first five minutes of class.
● Students pick up their name tents as they enter the classroom. A student leader notes which
name tents have been left behind.

Absent Students

Students who miss class will feel more supported when there’s a good procedure to help them catch up.
Here are some choices teachers have. Often a combination is best:

Buddy System

A buddy is an informal word for a friend. Ask a classmate to help a student who has missed class. In a
class of young learners, where teachers often give jobs to students such as line leader or board cleaner,
one of the weekly jobs can be “absent classmates buddy.” Another possibility is to have each student
paired with another. If you have class teams (more in Module 3), the group can help absent members
get up to speed.

“While you were away” Folder or Tray

When students return to class, they look in the tray for a folder with the day’s date and instructions on
how to make up work or handouts they missed.

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“While You Were Away” by Azusa Pacific University is licensed under CC BY 4.0.

Online Website or Social Media App

When you have a well-organized digital class management system, it’s easy for absent students to find
the day’s materials and turn in what they have missed. A personal message such as “we missed you…you
are important to our class” and a link to the right page can be encouraging.

Noticing and Rewarding Students

Students can feel invisible in a large class. In a small class, teachers might greet individual students as
they enter the room, or be able to speak to each student throughout the class hour, but that is not
practical in a large class. However, there are still ways you can notice and reward students. Here are
some occasions:

● It’s their birthday.

● They followed instructions and stayed on task.
● They took a risk and spoke out in English or made a mistake that shows they are trying
● They were kind to a classmate

And here are some ways you can recognize them:

● Give young learners a stamp in their passport, a little notebook to record accomplishments and
progress.

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“passport” by Azusa Pacific University is licensed under CC BY 4.0.

● Create tickets, coupons, or pretend money to give out. Students who receive one write their
name on the back and collect them to pay for treats such as “get an extra day to complete
homework,” “no late penalty,” “eat lunch with the teacher,” or books/school supplies. Team
leaders (more in Module 3) can also give them out.

“tickets” by Azusa Pacific University is licensed under CC BY 4.0.

Additional Resources (Optional)

If you want to learn more about routines, here are three AE Live Webinars:

● AE Live 15.6 - Opening and Closing Routines for Multi Level Classrooms
● AE Live 2.2 Routines to Support Effective Classroom Management
● AE Live 5.4 Motivating Your Students with Rules, Routines, and Rewards

"Video" by Azusa Pacific University is licensed under CC BY 4.0.

Module 1 Task 12: Supporting Learners in the

Classroom Quiz

QUIZ
>>>> Please note that this quiz can only be completed in Canvas <<<<

Take the Supporting Learners in the Classroom Quiz for Module 1. You can take the quiz as many times as you
need. It is set up to keep the highest score. As you take the quiz, you may refer to your notes if necessary. Be sure
to read the feedback after you submit your answers. Please note that you must score at least 7 out of 10 points to
move on to the next module.
Good Luck!

"Quiz" by Azusa Pacific University is licensed under CC BY 4.0.

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Module 1 Task 13: Teacher Tote and Discussion
(Optional)

Creating Your Teacher Tote

The Teacher Tote is a portfolio that you will build during the five weeks of the Teaching English to Large Classes
course. Each week, you will choose at least three activities to add to your Teacher Tote. At the end of the five
weeks, you will have at least fifteen activities that you can use with your students and share with others.

You can choose:

● Activities from the course (You may want to return to Module 1 Task 8: Learner-Centered Teaching,
Module 1 Task 10: Supporting Learners in Large and Multi-Level Classes, Part 1, or Module 1 Task 11:
Supporting Learners in Large and Multi-Level Classes, Part 2 to select activities.),
● Activities you have used in the past with your students, and
● Activities you find online. One place where you can find resources that are free to use with your students
is the American English Website.

To create your own Teacher Tote, you can write on your own paper or notebook or download the Teacher Tote
template.

Teacher Tote Template

You will be filling a “teacher tote” each week of this exchange. A tote, sometimes called a “tote bag,” is a
large bag. Teachers sometimes use a tote to bring materials to and from the classroom. In this course,
the Teacher Tote is a portfolio where you will gather activities that can be used in your classrooms.

You will choose and adapt ideas and activities that are appropriate for your context and share those
activities with other participants, the facilitators, and also with local colleagues. Each week you will add
new activities, and in Week 5 you will evaluate and order them based on when you plan to use them and
share them.

Before you start building your Teacher Tote, think about who you can share your learning with
throughout these five weeks and after the course finishes.

Sharing Plan

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 Who? Which people can you share
with weekly and/or after the course
is complete?

How? How can you share the

information? (e.g., on social media, at
school, presenting to teachers)

Teacher Tote Activities

Module 1

Name of Activity Explanation of Activity

Module 2

Name of Activity Explanation of Activity

Module 3

Name of Activity Explanation of Activity

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 3

Module 4

Name of Activity Explanation of Activity

Module 5

Name of Activity Explanation of Activity

Start building your tote now by following the steps below.

1. Think about all the activities included in this module.

2. Select the three that you want to add to the Module 1 section in your Teacher Tote.
3. Fill in your Teacher Tote Template for Module 1.

TEACHER TOTE AND BACKWARD DESIGN DISCUSSION (OPTIONAL)

In the optional Teacher Tote sharing discussions in each module of this course, you have the opportunity to share
your favorite activities with other teachers from around the world.

In the discussion below, share the three activities you added to your Teacher Tote this week and why you chose
them. If you have used the activities before with your students, you can also share a few details about how they
responded to the activities.

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In this discussion, you can also share your goals and assessments from your Backward Design template and
comment on your colleagues’ goals and assessments. You may want to return to 1.7 Backward Design to review
Backward Design and the template you completed.

Discussion Post Checklist

● I shared the three activities I added to my Teacher Tote.

● I shared the reason I chose the three activities.
● I shared my goals and assessments from my Backward Design Template.
● I asked a question for others to answer.
● I followed the netiquette guidelines.

Sample Discussion Post

Hi everyone!
This is Soyo. The three activities I added to my Teacher Tote are:
• Creating Class Guidelines
• Find Someone Who
• Who am I Gallery Walk
I chose the first activity because I wanted students to think about mobile phone use in our class and
about the languages they use in class (Mandarin, Cantonese, or English) and why. If students make the
rules and decide on the consequences, I think it will create a better learning environment. I chose the
second two activities because we have a new group of students who don’t know the others as well,
and I thought these activities would help the different groups of students get to know each other
better. The activities also seem fun and easy to do!
For Backward Design, my goals are for students to be able to:
• Give a comprehensible and compelling 15-minute group presentation promoting a new
product that they create.
• Work well in a small group using more English than Chinese.
• Provide kind and constructive feedback to others to improve their work.
This will be measured by:
• my assessment of their oral presentations using a rubric;
• peer assessment of the process and presentations using a checklist and three-point scale; and
• self-reflection of the group process and their part in the presentation.
My question for you is how do you encourage students to use whatever languages they want to learn
English, (I don’t like to say “English only!” in my classes) while ensuring students make the most of
using a lot of English in the class?

How to Post

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Click the Reply button and then type your reply in the box. When you finish typing your post, click Post
Reply.

>>>> Please note that this discussion can only be completed in Canvas <<<<

"Teacher Tote," "Discussion," and "Checklist" by Azusa Pacific University are licensed under CC BY 4.0.

Module 1 Task 14: Module Checklist

MODULE CHECKLIST

>>>> Please note that this quiz can only be completed in Canvas <<<<

Congratulations on reaching the end of Module 1! Let’s check to make sure you completed all of the
tasks. Look at the list below and see if you completed each of the items.

○ I viewed videos and read about the course in the Teaching English to Large Classes orientation.
○ I viewed videos and read about Backward Design in order to complete goals and assessments for
my own Backward Design Template.
○ I read about learner-centered teaching and completed a graphic organizer.
○ I viewed videos and read about ways to support learners in large, multi-level classes.
○ I started my Teacher Tote portfolio by choosing at least three items to include in the portfolio.
○ I completed two quizzes with a score of 70% or higher.

If you completed all of the tasks, choose “yes” to move to the next module.

"To Do List" by Azusa Pacific University is licensed under CC BY 4.0.

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