🟦Doing Something New: EDUC 701 Teaching in Aotearoa Assignment 2

 (taken from Open polytechnic site)

Module 1 Assignment 2: 

Part 1: Professional Goals

Part One Question a

Goal 1: Slow down lesson pacing and check for understanding more regularly

I sometimes teach too quickly because I think momentum helps create interesting classes. However, I need to improve my pacing because many of my learners are international teens and senior adults, and both need more time to cognitively process English language learning. If their understanding is embedded, this will create an upward spiral of increased confidence, success, motivation, and joy in the learning process. This goal aligns with the teaching standard to “teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace” (Teaching Council of Aotearoa New Zealand, 2017, p. 20).

As I adjust lesson pace and check for understanding more often, learners’ needs will be better met and help create an inclusive and fair Learning-Focused Culture so all students can succeed, aligning with the standard to "develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety” (Teaching Council of Aotearoa New Zealand, 2017, p. 20). It also links to Professional Learning, as evaluating learner outcomes and learning from feedback to improve my practice supports the standard to “inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources” (Teaching Council of Aotearoa New Zealand, 2017, p. 21).

Goal 2: Use formative assessment to track speaking and writing progress

My second goal is to improve how I use assessment to evaluate student progress, especially in speaking and writing. This connects to the Assessment for Learning standard, which emphasises “using assessment information to identify progress and adapt teaching” (Teaching Council of Aotearoa New Zealand, 2017, p. 21). It also supports the Teaching Standard more loosely, as assessment helps guide planning and lesson delivery.

I currently use informal classroom observations and games to check learner understanding. However, I would also like to gather information through checklists and learner self-assessments, which will provide clearer evidence of the progress of both the students and give more specific feedback that informs lesson adaptation. This will help me to be an adaptable, student-centred teacher.

Goal 3: Build a resource bank of creative, hands-on ESL activities

My third goal is to develop an organised bank of creative ESL activities that I can easily use for vocabulary, grammar, and speaking development. This supports the Design for Learning standard, which guides teachers to “design learning based on curriculum and pedagogical knowledge, assessment information, and understanding of each learner’s strengths, interests, and needs” (Teaching Council of Aotearoa New Zealand, 2017, p. 21).

Creating a resource bank will help me plan engaging, level-appropriate lessons more efficiently and be useful for a wide range of learners. It also contributes to a Learning-Focused Culture by improving learner motivation through creative teaching. This is a lower priority than pacing and assessment because those goals affect the success of learners more immediately.

Part 2, Question a: Inquiry questions related to my professional goals

1. How can I change the pace of my lessons to improve comprehension and confidence in English language learners, especially those with lower-level English or slower processing (e.g., older adults and beginners)?
(Priority 1: Slowing down pacing for clarity)

2. What kinds of formal assessment tasks best measure speaking and writing in multi-level ESOL classrooms?
(Priority 2: Using formative assessment)

3. How can I create and organise hands-on, creative ESOL resources to support vocabulary and grammar development while maintaining learner engagement?
(Priority 3: Building a resource bank)

Part 2, Question b: Inquiry Question and Steps

How can I slow down my lesson pacing to improve the comprehension and confidence in senior and teenage ELLs at elementary to pre-intermediate levels?

Steps to complete my inquiry:

1.Define success criteria
Identify what “slower pacing” looks like (e.g., more pauses, CCQs, wait time). Set indicators (e.g., fewer confused looks, higher task completion, more learner questions).

2. Collect baseline data
Observe or record lessons. Count how often I pause, repeat, or check understanding. Ask students if the pace feels right.

3. Research strategies
Read ESOL articles, watch professional development videos, and talk to experienced teachers. Focus on pacing, scaffolding, and teaching A1–A2 learners.

4. Trial new strategies
Test 2–3 pacing tools (e.g., timers, gestures, visual cues). Apply to selected lessons like grammar or vocabulary.

5. Gather feedback
Use simple exit tickets: “Was the lesson: Too fast? Too slow? Just right?” Use pair talks or mini-quizzes to check understanding.

6. Reflect and adjust
Reflect weekly on what strategies worked and when learners appeared more confident or engaged. Adjust my pacing based on findings.

7. Document and evaluate
Keep a short journal of progress. Share results with a colleague or mentor. Compare student outcomes before and after changes.

Part 2, Question c: Two perspectives to strengthen my inquiry

1. Learners (adult and teen ELLs)
   Why? They directly experience my pacing and clarity.
   How? Ask simple questions: “Was the lesson too fast or slow?” “What was hard to understand?” Use thumbs up/down or one-on-one chats (in L1 if needed).
   Insights: Whether learners feel rushed or confused; what tasks need more scaffolding; how pacing affects confidence and focus.

2. Colleagues (experienced ESOL teachers)
   Why? They offer practical advice and objective feedback.
   How? Ask them to observe and focus on timing and clarity. Discuss how they pace lessons for mixed-level groups.
   Insights: Honest feedback on my pacing; ideas for routines that support slower processing; guidance on effective, realistic changes.

Part 2, Question d: Ethical considerations and steps

Although low-risk, my inquiry involves student feedback, so I will make sure:

1. Informed consent: Students will know the purpose, that their feedback is voluntary, and their participation won’t affect their learning.

2. Confidentiality: Feedback will be anonymous and summarised. No quotes will be used without permission.

3. Cultural safety: Some students may find giving feedback uncomfortable. I will use visual tools (emojis, colour-coded scales), group discussions, anonymous slips or a feedback box.

4. Vulnerability of learners: Some may lack confidence. I’ll make all participation low-pressure and avoid any activity that might cause embarrassment.

Steps: Give clear explanations (written and spoken), match feedback tools to language levels, get colleague advice if needed, allow students to opt out at any time.

Part 2, Question e: Literature to support my inquiry into lesson pacing

1. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
   Learners need to hear, see, and use new words many times in real, useful ways—not just lists or drills—to remember them. Slower pacing gives time to review and reuse vocabulary often, helping learners remember better.

2. Ellis, R. (2005). Instructed second language acquisition: A literature review. Ministry of Education, New Zealand.
   Language that’s just a little difficult is best for learning, but students need time to think and connect it to what they know. Going too fast can confuse them. Slowing down gives them space to understand and ask questions.

3. Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge.
   How I talk, how long I wait after questions, and how I give support (scaffolding) all affect learner confidence. If I rush or over-talk, students may get quiet or lost. Slowing down and adjusting helps students feel safe, speak more, and learn better.

Part 3: Support Networks

Goal 1: To improve my lesson pacing for ELL learners
Support: An experienced ESOL colleague or mentor at my language school, or in my teaching practicum.
Benefit: Gaining specific feedback on my teaching speed and strategies to slow down or scaffold more effectively, based on their experience with similar learners.

Goal 2: To strengthen student engagement, especially for senior learners
Support: The English Language Partners New Zealand website and teacher resources.
Benefit: ELPNZ provides online ESOL resources created for adult learners. I can use these to help plan and make suitably paced, locally styled lessons.

Goal 3: Use evidence-based practices in my teaching
Support: English Online (https://englishonline.tki.org.nz/) and academic literature from NZ-based researchers (e.g., Nation & Ellis).
Benefit: Giving me access to current teaching research and classroom strategies that are practical and useful for the New Zealand ESOL environment.

Goal 4: Increase professional engagement
Support: Joining a local ESOL teacher network such as TESOLANZ.
Benefit: Gaining inspiration, ideas, and support from other teachers, which will help me to keep analysing my work and my professional learning.

 

References

1.Ellis, R. 0(2005). Instructed second language acquisition: A literature review. Ministry of Education. https://www-leland.stanford.edu/~hakuta/Courses/Ed388%20Website/Resources/Instructional%20Resources/Ellis%20Instructed-second-language%20-%20latest%20version.pdf

2.Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.0 https://catdir.loc.gov/catdir/samples/cam031/2001269892.pdf

3.Teaching Council of Aotearoa New Zealand. (2017). Our code, our standards: Code of professional responsibility and standards for the teaching profession. https://teachingcouncil.nz/professional-practice/our-code-our-standards/0

4.Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge. https://s3-eu-west-1.amazonaws.com/s3-euw1-ap-pe-ws4-cws-documents.ri-prod/rial/data/9780415570671_sample.pd