The document discusses purposeful language practice and its role in teaching. It defines purposeful practice as opportunities for meaningful language use and practice of difficult linguistic features. The document also discusses performance tasks and flipped learning as methods for implementing purposeful practice. Performance tasks provide real-world language tasks for students while flipped learning involves delivering instructional content online for homework and doing interactive activities in class. The document argues that purposeful practice through performance tasks and flipped learning can help improve language teaching.

1. Practice Makes
Perfect...
September 25, 2018
Universidad Panamericana Teacher Conference
Universidad Panamericana Campus Bonaterra, Aguascalientes
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
By Benjamin L. Stewart, PhD
Universidad Autónoma de Aguascalientes
Twitter: @bnleez
LinkedIn: https://www.linkedin.com/in/bnleez/
Website: https://benjaminlstewart.wordpress.com/

2. This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/

3. What does it mean to
practice a language?
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/

4. What does it mean to
practice a language?
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
… opportunities for meaningful language use
(both receptive and productive) and for
thoughtful, effortful practice of difficult
linguistic features.
(Lightbown, 2000, as cited in DeKeyser, 2009, p. 181)

5. The Es of Practice...
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
Practice
02
0304
05
01 Enduring
Effective
EfficientEngaging
Enabling

6. Essential Question
How can learning designers (i.e., English language
educators) plan, implement, and assess (reflect) on the
role of purposeful practice within one’s day-to-day
teaching (and learning) practice?
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/

7. Flipped Learning
Performance Tasks
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/

8. Survey Evidence of Skills and Understandings
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
54321
Wiggins & McTighe, 2005, pp. 152-153.

9. This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
Assessment Priorities
Worth being
familiar with
Important to
know and do
Big ideas and
core tasks
Wiggins & McTighe, 2005, p. 170
Traditional quizzes and tests
Performance tasks
and projects
Language as a means and an end
Content vs. Linguistic objectives

10. The performance task is the
“game”!
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/

11. Within an EFL/ESL context, what might
a performance task look like?
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/

12. Performance Task Example #1
Imagine that you have an opportunity to “order” a friend by telephone from a
mail-order catalog. Think about the qualities that you want in a friend.
Before you “order” your friend over the telephone, practice asking for three
characteristics that you want in a friend and give an example of each
characteristic. Remember to speak clearly and loud enough so that the
salesperson will know exactly who to send.
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
McTighe & Wiggins, 2004, p. 168
What do
you notice?

13. Performance Task Example #2
You serve on a Welcome Committee to provide tours for new students. Plan
a trip to three places in the new student’s target language (e.g., English).
Incorporate the following vocabulary: directions (left, right, near, far, next to),
places (e.g,. Classrooms, cafeteria, etc.), and transportation (e.g., bus, Uber,
taxi, etc.). Remember to include a variety of locations, directions, and forms
of transportation on your trips. Keep sentences simple, and marrate in the
target language.
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
McTighe & Wiggins, 2004, p. 168
What do
you notice?

14. G.R.A.S.P.S. Framework
Goal: Your task is to…; Your objective is…; Your mission is...
Role: Your role is...
Audience: Your target audience is...
Situation (or context): Imagine you are in the following situation...
Product, performance, & purpose: What purpose does this
performance task serve? Why do students need to do this task?
Standards (or criteria): You will be evaluated as follows...
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
Wiggins & McTighe, 2005
Your turn!

15. Performance Task Example #1
S1: Imagine that R: you have an opportunity to “order” a friend by telephone
from a mail-order catalog. G: Think about the qualities that you want in a
friend. Before you “order” your friend over the telephone, practice asking for
S2: three characteristics that you want in a friend and give an example of
each characteristic. Remember to S2: speak clearly and loud enough so that
the A: salesperson P: will know exactly who to send.
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
McTighe & Wiggins, 2004, p. 168
What do
you notice?

16. Performance Task Example #2
R: You serve on a S1: Welcome Committee to P3: provide tours for A: new
students. G: Plan a trip to three places in the new student’s target language
(e.g., English). Incorporate the following vocabulary: directions (left, right,
near, far, next to), places (e.g,. Classrooms, cafeteria, etc.), and transportation
(e.g., bus, Uber, taxi, etc.). S2: Remember to include a variety of locations,
directions, and forms of transportation on your trips. Keep sentences simple,
and marrate in the target language.
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
McTighe & Wiggins, 2004, p. 168
What do
you notice?

17. The performance task is the “what”...
flipped learning is the “how”.
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/

18. Flipped Learning
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
… instruction materials such as video recorded
lectures, PowerPoint presentations and podcasts
are delivered outside the traditional classroom
setting, therefore, collaborative and interactive
activities are completed during the formal class time.
(Butt, 2014, as cited in Guy & Marquis, 2016, p. 1)

19. Flipped Learning - Defined
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
Flipped learning is a framework in which interactive
learning environments involve both synchronous and
asynchronous communication and online and offline
delivery of content and human engagement in a way
that achieves shortterm and longterm goals which
are both personal and collective.

20. Flipped Learning
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
Learning
theories
(espoused &
in-use)
Synchronous/
asynchronous
communication
Online / offline
delivery of
content
Interactive learning environments
Ideal self/ought to self (personal)
& collective goals
OpenClosed
https://commons.wikimedia.org/wiki/File:Flipped.png

21. Synchronous vs. Asynchronous Communication
Asynchronous...
● Check homework
outside of class
● Email correspondence
● Forum chats
● Non-realtime online
chats (facebook,
Twitter, etc.)
● Podcasts (audio &
video)
● YouTube videos and
chat
Synchronous…
● Face-to-face
discussions in class
● Realtime online chats
(facebook, Twitter, etc.)
● Conferences
● Video conferences
● Checking homework in
class
● Classroom activities in
general
● YouTube (and
facebook) live
How synchronous/asynchronous is your current teaching practice?

22. Online vs. Offline Delivery of Content
Offline...
● Printed books
● Paper notebooks
● Paper handouts
● Physical products as
learning outcomes
● Electronic products
(local)
Online…
● YouTube videos
● Podcasting services
● Scribd, Pressbooks, etc.
● Google Classroom,
Canvas, etc.
● Email, chats, etc.
● Internet in general
How online/offline is your current teaching practice?

23. Closed vs. Open Learning Environments
Open...
● Classroom lectures
(YouTube)
● Classroom activities
(YouTube live,
Periscope, facebook
live)
● (Content) books/articles
- Creative Commons
license
● Google Suite (public)
● Shared student
outcomes (products,
performances, and
purpose)
Closed…
● Classroom lectures
● Classroom activities
● Student products
(outcomes)
● Google Suite (private)
● Content (inputs)
○ Articles
○ Books
○ Etc. l
How closed/open is your current teaching practice?

24. Performance Tasks and Flipped Learning
Phase 1
Skill focused activities
that center around
grammar, vocabulary,
and pronunciation;
content from online
sources used to
complement
explicit/implicit
learning of linguistic
structures; introduce
performance task.
Phase 2
Academic prompts to
promote
speaking/writing skills;
prompts foster critical
thinking skills and
expand on skills
acquired from phase 1.
Phase 3
Summative
assessment: quizzes,
exams, or tests are
used to measure
student learning from
phases 1 & 2. Dynamic
assessment goes an
extra step in turning
these forms of
summative
assessment into
formative assessment.
Phase 5
Performance task
using a rubric; Ss can
decide on
products/performance
s/content; Ss and T
decide on how
open/closed student
outcomes will be; Ss
and T decide on what
aspects will be
completed in class and
outside of class.
Phase 4
Review performance
task expectations
(criteria - rubric); Any
final skill-based and/or
understandings-based
activities that expand
on phases 1, 2, & 3 that
enable learners to be
successful in phase 5.
synchronous/asynchronous - online/offline - closed/open - learning theories
Practice Phases - Example

25. Closing Essential Question
What learning design best promotes purposeful
learning outcomes for your EFL students in terms of
communication (synchronous/asynchronous), delivery
(online/offline), and transparency (openness/closed)?

26. Purposeful practice promotes
perfecting personal performances!
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/

27. References
DeKeyser, R. (2009). Practice in a second language: Perspective from applied linguistics and
cognitive psychology. New York, NY: Cambridge University Press.
Guy, R. & Marquis, G. (2016). The flipped classroom: A comparison of student
performance using instructional videos and podcasts versus the lecture-based model of
instruction. Issues in Informing Science and Information Technology, 13, 1-13. Retrieved from
https://pdfs.semanticscholar.org/68b3/4f54d314944c5230289605b62e4410f6526a.pd
f
McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional development
workbook. Alexandria, VA: ASCD.
Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/

28. Thank you!
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
By Benjamin L. Stewart, PhD
Universidad Autónoma de Aguascalientes
Twitter: @bnleez
LinkedIn: https://www.linkedin.com/in/bnleez/
Website: https://benjaminlstewart.wordpress.com/