In the final Capstone Project, you will apply the skills you learned by observing teachers at work (a total of six hours of observation). You will build on the concepts learned from the previous courses to analyze the lessons. You will also submit your teaching philosophy, a five-day lesson plan, and a teaching tip. You will deliver a portion of your lesson, submitting a 6-10 minute video for peer review. If you have completed Teach English Now! Part 1 and Teach English Now! Part 2, you will submit your work for expert review to receive your ASU 150-hour TESOL Certificate from ASU, in addition to your Coursera certificates.
Teacher 2 Observation (Karen) - Part 1
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From the course by Arizona State University
Teach English Now! Capstone Project 1
675 ratings
Arizona State University
675 ratings
Course 4 of 4 in the Specialization TESOL Certificate, Part 1: Teach English Now!
From the lesson
Introduction to Capstone and Philosophy of Teaching
Welcome to Module 1 of the Capstone Project for Teach English Now!: Part I. We know that you have worked hard to get to this point in the specialization and are anxious to apply all you have learned. In the first module of this course, you will be designing and writing your own personal Teaching Philosophy. You will be reflecting on everything you've learned thus far to work through a variety of tasks and peer reviews to perfect your Teaching Philosophy. Make sure to refer back to the previous courses as needed. Good Luck!
Meet the Instructors
Dr. Shane DixonSenior International Educator
Arizona State University Global Launch
Dr. Justin ShewellSenior International Educator
Arizona State University
Jessica CincoInternational Educator
Global Launch
[MUSIC]
Today we're doing integrating evidence, okay?
I put the lovely, as normal, over there what are objectives are.
We're going to need our textbooks, but first,
let's see what you actually know about a supporting paragraph.
So what are the parts of a supporting paragraph?
>> [INAUDIBLE] >> Hi, Hassan.
What are the parts of a supporting paragraph?
>> [INAUDIBLE] >> Thad,
what part, a supporting paragraph, what do you put into one?
>> Quotes >> Okay, you could put a quote in, okay.
>> Explanation.
>> Explanation, okay.
>> Paraphrasing.
>> Paraphrasing.
>> [INAUDIBLE] >> Quotes,
explanation, I might be spelling explanation wrong.
>> Examples.
>> Examples, anything else?
What's the first sentence you need?
>> [CROSSTALK] >> Topic sentence, yeah.
It's the supporting paragraph, not the introduction.
Topic sentence, yes.
Any other things we might need in there?
What do you end a paragraph with?
>> Concluding sentence? >> Concluding sentence.
Thank you.
And today, this is what we're going to go through, the order.
So what would we start with on this, what would be number one?
Topic sentence, so this would be number one.
What would be two?
Paraphrasing?
>> What about the sub topic?
So when you need something to introduce that idea before you talk-
>> Explanation.
>> Explanation, yes.
So this is going to be two.
That's going to be the introduction of the sub-topic related to your topic sentence.
>> [INAUDIBLE] >> Then you would put the quote, right.
>> Paraphrase the quote.
>> Then you would paraphrase the quote.
Then maybe you would give examples with more explanation
of the main reason why we have this evidence,
like the explanation of the importance of it, okay?
We'll go over all of this, this is just a general overview so
I can figure out what you know and what you need to know.
Okay, so yeah, so more explanation, and
if you actually read the chapter that I assigned for homework.
No?
You can be honest.
And then how would we end it.
The concluding sentence.
Yes, yes, okay.
So if you would open your lovely, amazing,
textbooks, that I know you love looking at.
You are very excited about this textbook.
To page 78.
All right.
1978, the year of the horse.
I don't know, it's an important year, yeah.
>> All right, so this is a PDF
version of the textbook.
So it's basically, everything that's in the textbook, but in a nice pretty
version, that's easier to read than me projecting the document, okay?
No hand writing and scary pictures of what we've seen before.
Well, this is just prettier, right?
Okay, so let's go.
I'm going to go over here.
Can you read the first paragraph?
And instead of first draft you can say outline.
[LAUGH] >> [INAUDIBLE]
>> So now that you have a-
>> Now that you have a first draft.
>> You have an outline, right?
We don't have a first draft, we've worked on our outline, right?
>> You can work on each part of it until you are satisfied
that you writing, conveys what you want to say.
A good place to pin your revision is by looking at the each body paragraph to
make sure that your evidence helps to make your ideas clear and easy to understand.
>> Okay, so all of you should have sent me your expanded outline with the evidence,
the topic sentences, the in text citation, the reference sheet on the final page.
So most of you should have, you're at the beginning step and
the next step should be writing your supporting paragraph, right.
So that's what we are going to talk about today.
How to change that outline into a supporting paragraph.
Yay.
All right, you have already written topic sentences for each section of your paper.
You should have.
Some of you did, some of you didn't, but you should have.
If a section has more than one paragraph you can now make sure that each one
has a topic sentence, each paragraph consists mostly of your own ideas,
combined with the information taken from outside sources.
So, you have the topic sentence, the subtopic, and
then that evidence to support those ideas.
To effectively use the source information, you need to incorporate it gracefully.
What does gracefully mean?
>> Under [INAUDIBLE] >> Beautiful.
>> Beautiful, nicely.
So, when I'm reading, I don't just keep, [SOUND] I can't stop,
stop, that it flows, right?
>> Yeah, musically.
>> Musically, yes.
You're supporting paragraphs that are like music.
>> Harmony.
>> Harmony.
Yes, you're in harmony with your evidence.
All right, that's lovely.
Thank you.
All right, so each, here's an example of a paragraph with evidence, which we
will break down further, but this is how the basic structure is looking, right?
So a topic sentence, Mohammad with a mustache.
Can you read the topic sentence?
The value?
>> The value of independence is one reason why young and
old people become isolated from each other.
>> Isolated.
>> Isolated.
>> Do you know what isolated means?
>> [CROSSTALK] >> All by yourself, right?
Okay.
>> [INAUDIBLE] >> By yourself, yes.
All right, so that's the topic sentence,
then there's the supporting explanation, then there's the evidence,
then there's the paraphrase, then the concluding sentence, okay?
So today we are going to break down each section, see,
you can see the evidence here.
The person introducing the person, the quote itself.
And then the paraphrase, actually there's not a paraphrase, there's actually,
there's not a quote in this on, it's a paraphrase and then an explanation.
But we'll look at one that has both.
Okay.
All right, there's three steps.
Who's feeling lovely today?
Abdullah.
>> Great, so you're not just going to give me a topic sentence and give evidence,
right?
Would I understand what that evidence means without you explaining it, right?
So, it's basically looking at something but
you don't know why you're looking at it, right?
So, I'm looking at this bottle, why am I looking at this bottle?
Well, this bottle's going to help hydrate me,
I'm going to use the evidence to the reason why I'm looking at the bottle.
This evidence helps to tell you why you have this evidence,
what's the importance of the evidence, and then connect it to the topic sentence,
and then connect it to where?
You've connected- >> The thesis statement.
>> The thesis statement, thank you.
Karen.
All right.
So we have the paraphrasing quotes.
You have to introduce it and then you have to connect it.
But this is not the exact order, right?
Maybe this is the order of how we researched, right?
Okay.
>> How does [INAUDIBLE]?
>> Do I have an answer?
I have to write quotation for which [INAUDIBLE].
>> We're going to go over that.
Yes, we'll talk about it, okay.
>> Should I [INAUDIBLE].
>> We'll talk about it.
We have an example essay to look at too.
>> Okay.
>> So using quotes, some of this is going to be repetitive, okay?
Just so we remember everything that we studied and
I know Adbul Raman really likes reviewing things.
All right, so we are now, right there, so recording evidence.
All right.
Adbul Raman, can you read for me?
>> Okay, using quotations.
We use direction quotations in only a few circumstances.
When the original is written it will provide a unique image as this
description of the difference between a woman and her Chinese grandmother.
>> Okay, yeah. So this is one that's poetic.
Maybe in your introduction.
Like that's when you're using quotes a lot.
The difference between my mother's and my feet reminds me of the incredible
history we know between us like living book worms.
We stand like centuries, at either side of a vast gulf.
So it's poetic, that's one reason you would directly quote.
When the original was spoken or written by a famous person,
Edison, Lincoln, John F Kennedy, Gandhi, Socrates,
and is generally recognized as a famous saying.
For example, we will never try to paraphrase the beginning of Lincoln's
famous Gettysburg Address.
Which I don't need to quote for you, but
most of the time people do not paraphrase Lincoln's speeches.
Or Obama's speeches, they pretty much just make a quote of what he said.
All right, paraphrases.
Daphne, can you read using paraphrases?
[INAUDIBLE] Academic culture,
writing someone else ideas or
words as if your own without
acknowledging the origin
is called plagiarism.
And is considered very dishonorable behavior.
>> Which we've talked about before, plagiarism.
As a Master student and PHD student, I pretty much paraphrase everything.
The only time I quote is when there's like small phrases that there's no words
for it.
And so pretty much all of my research is paraphrased.
And I don't remember the last time I actually quoted something.
It's been a long time.
Documenting sources, what we've talked about before.
In addition to paraphrasing, all, almost all pieces of evidence you plan to
use you will need to document from the original author.
It let's the reader know that you are presenting the information from
another person.
Referring to the original author helps to establish your honesty, reliability and
expected for academic writing in the US.
So, you're showing your credibility as an author from the sources that you
are putting into your writing.
Okay?
So you're not just showing the credible person who you did the research from is
but showing that you as a writer also credible.
When you state the source and you paraphrase the source.
And you pick, not the correct evidence, but
the connecting evidence that actually shows what you're trying to say.
Introducing evidence.
The other Muhammad.
Once you have decided.
>> [INAUDIBLE]
>> Include the sources.
The source title is optional.
You include the title.
The first source.
If you think it is important for a reader to know.
Description how to formally document and
site your sources is given in Chapter 5 beginning in page 1, 2, 3.
>> Okay, so from the textbook, I think they ended up cutting that part out.
So yes, this is once you decide whether to paraphrase or
quote two pieces of evidence you need to frame it,
meaning Where does it come from, who wrote it, what's the importance of it.
The author's name is always important and the last name,
the source if it's unimportant to include the name of the source.
If not, it's, again, optional.
So every single paragraph, you don't need to have always name the title of
the article, unless it's very important to include that title.
Here are three formats for introducing them.
Format choices, when you know the name of the author when you don't know the name
of the author, and when you want to add information about the author.
Again, this is repetitious, because,
some of you still had issues with your insight citations, for your outlines.
Okay.
So it's very similar to our summaries, right?
We've talked all about this before, right?
But for the supporting paragraph,
you don't have to have the name of the article but for your summaries you do.
Because the summary is of the article, right?
Hassan, what parts do we need when we paraphrase a quote.
What do we make sure we need to have.
>> The last name.
>> Last name.
>> The date and the >> The verb and-
>> [INAUDIBLE]
>> The paraphrase right?
So in the article or in the article Clark 2010 wrote and
then the paraphrase of what he said.
Okay?
Another one which we've gone through before Okay, I just skipped a lot.
Yeah, so this is choice one is at the bottom of page 81,
we're now on the top of page 82.
>> I have a question.
>> Yes.
>> We're going to stay in the simple present.
Okay, all of your paraphrases should be in the simple present because it's research
that you've done and is on going still.
We'll keep it in the simple present.
Yeah, so just keep it in the simple present.
Don't change the- >> The research should be in
the simple present.
When we're talking about technology and
globalization in general That should be present perfect.
Technology has been an important part of out lives.
Globalization has impacted.
So when you are talking about generally technology globalization keep it
in the simple present.
It began in the past, right.
Is it still affecting us?
>> Yeah.
>> Will it continue to affect us?
>> It will.
>> Right, so we don't really know when globalization or
technology will end >> Probably not.
That'd be a very scary day.
>> I have a question.
If I have a research database that I want to cite from, but actually
the database is cited from another- >> That's in the textbook.
We've gone over it, but I will go over it again.
We have gone over it.
And we'll go over it again.
>> [INAUDIBLE] In a text-based citation
[INAUDIBLE] >> You're paraphrasing a person from
inside.
We'll talk about it.
We've done it before.
Also, you can have according to.
Some of you like to have two citing verbs.
Whenever you have according to, what do you do?
Do you have another verb?
[INAUDIBLE] >> No.
According to is your citing verb, okay?
So don't repeat it again.
So according to Clark, in, you don't need to put rights there,
all you need is according to.
>> [INAUDIBLE] >> Do you see it's in brackets?
That means it's optional.
And then the last one, putting it in the middle,
it's just another way of saying it.
Basically, the format, you put the article first, you put the article second,
you put the article at the end.
Where do you put the date?
>> [CROSSTALK] >> Right after the name.
Never separate it.
It always goes after the name.
Okay?
So- >> [INAUDIBLE]
>> Hm?
Parenthesis.
>> Okay, so when it goes at the beginning it goes next to it.
If it's going at the end, then it's actually going next to it too, right?
When you're quoting you need the page number, right?
>> Yeah. >> So if you have the after the quote,
it's still, the dates going to go right after it, right?
So they're always together.
>> You always have the last name and the date but
the date goes right after the name.
You never separate the last name and the date.
>> Page number only when you're quoting, yes.
>> It's optional to write the page number in your.
It can be done? >> It can but
most of the time it's when you're paraphrasing you don't need to have.
>> Unless you have quotation over specific words.
>> Okay.
>> All right, when you don't know the author, what do you use?
>> Title.
>> The title, right?
I know you're excited, Hasan.
Stop smiling, seriously.
And then, when you need to add information, sometimes,
it's useful to include information about the author, if he or she is an expert.
Do this the first time you use the source.
Okay?
So, if you going to state this person again you don't need to include
information about them.
Clerk, director of college success program if ones in university Wrote that students
should study two hours.
So only if it's important to show their credibility as an author,
like at a certain university, or they're a doctor,
a very prestigious doctor, for doing studies, yes.
But, you don't always have to include this additional information about the source.
The author, not the source.
All right, we're having way too much fun and I know.
Okay, page 83
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