Teaching and Asssessment of Macro Skills

1
Willynse T. Garcia

University of Eastern Philippines

Pedro Rebadulla Memorial Campus
Catubig, Northern Samar

FINAL MODULES
In

Major 5
(Teaching and Assessment of Macro Skills)
For
Bachelor of Secondary Education-English, 2nd Year
First Semester A.Y. 2020-2021

Prepared by:

Willynse T. Garcia
Course Facilitator
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Willynse T. Garcia

Overview of the Modules

Course Description:
This course allows the pre-service English teachers to explore the
nature of the macro skills and the theoretical bases, principles, and methods
and strategies in teaching and assessing listening, speaking, reading, writing,
and viewing. It aims to provide various strategies for pre-lesson, during
lesson, and post-lesson to develop research-based knowledge and principles
in teaching the macro skills while using differentiated teaching to suit learners’
gender, needs, strengths, interests, and experiences. Also, they will be able
to identify learning outcomes aligned with the learning competencies and
provide timely, accurate, and constructive feedback to improve learners’
performance in the macro skills.

What the modules are about:

The modules are designed to prepare pre-service teachers in teaching
and assessing English macro skills such as listening, speaking, reading,
viewing, and writing. As such, the following lessons will be covered in this
learning package:

Module 4: The Teaching Receptive Skill: Listening

Lesson 1: The Pedagogy of Listening
Lesson 2: Using Rubrics in the Assessment of Listening Skills
Lesson 3: Lesson Design in the Teaching of Listening (4As Format)

Module 5: The Teaching of Receptive Skill: Viewing

Lesson 1: The Pedagogy of Viewing
Lesson 2: Using Rubrics in the Assessment of Viewing Skills
Lesson 3: Lesson Design in the Teaching of Viewing (4As Format)
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Module 6: The Teaching of Receptive Skill: Reading

Lesson 1: The Pedagogy of Reading
Lesson 2: Using Rubrics in the Assessment of Reading Skills
Lesson 3: Lesson Design in the Teaching of Reading (4As Format)

How to learn this module:

The following pointers will help you achieve the objectives of your
learning package:
• Read thoroughly the module’s parts and focus on inputs provided to you
so you can answer the exercises correctly.
• Do not leave the exercise portion blank as this will greatly affect your
grade.
• Do not put unnecessary markings on your modules.
• Use a separate sheet of paper if the space in your module won’t suffice
your actual output. Insert this in the pages of your module.
• If you have queries and clarifications, you can contact him via his
mobile number (09173107772) and e-mail address
(garciawillynse@gmail.com.)

Course Grading System:

Exercises/Activities 60%
Demonstration Teaching 40%
Total 100%
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Module 4 The Teaching of The Receptive Macro

Skill: Listening

Overview
Usually tied up with speaking as a skill is listening. It is a complex
process that involves the understanding of spoken data and involves
receptive, interpretative, or constructive cognitive processes (Rost,2005).
This definition implies that listening and listening comprehension are
essentially the same. Similar to reading, listening involves both bottom-up
and top-down processing rather than using these processes individually and
that these processes operate simultaneously.

Learning Outcomes
After finishing this module, you are expected to:

1. select differentiated learning tasks in teaching listening to suit learners’

gender, needs, strengths interests, and experiences;
2. demonstrate how to provide timely, accurate, and constructive feedback
to improve learner performance in the different tasks in listening through
simulations;
3. craft a learning plan according to the English curricula that is developed
from research-based knowledge and principles of listening and the
theoretical bases, principles, methods, and strategies in teaching these
components; and
4. conduct a teaching demonstration of the assigned learning competencies
in listening.
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Lesson 1: The Pedagogy of Listening

Introduction
L2 listening has three subprocesses namely decoding, comprehension,
and interpretation (Rost, 2005). Decoding refers to attending, perceiving
speech, recognizing words, and parsing grammar. Comprehension deals with
activation of schema, representing propositions, and logical inferencing.
Interpretation refers to matching the meaning to previous expectations and
evaluating discourse meanings (p. 504). Further, listening can be reciprocal
or nonreciprocal. Reciprocal listening involves dialogues in which the original
listener and speaker have alternating roles as source and as receiver of
information. Nonreciprocal listening involves a one-way role taking as in the
case of listening to monologues. Comparing the two, nonreciprocal listening
appears to be more difficult to undertake (Celce-Murcia & Olshtain, 2000).

Discussion
Other variables that influence comprehensibility are speech rate and
metrical cadence. In most English varieties, 90% of content words have their
stress on the first syllable, most of which are monosyllabic. Also, each pause
unit in speech contains at least one prominent content item. As for speech
rate, listening generally improves as speech rate is reduced to an optimum
level. Normal speech rate is usually from 100 to 240 words per minute (Rost,
2005). However, other research findings revealed that more than reducing
speech rate, what facilitates comprehensibility is the additional pauses at
natural pause boundaries.

As regards listening pedagogy, Hinkel (2006) argued that it has shifted

from a more linguistically-based approach to a more-schematic-based one
which incorporates cultural constructs, discourse clues, pragmatic norms,
and topic familiarity. Current listening pedagogy also involves the
enhancement of metacognitive and cognitive strategies to facilitate listening
comprehension. The most widely adopted metacognitive strategies for
listening include self-monitoring and evaluating comprehension process,
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Willynse T. Garcia

planning for listening, and determining listening difficulties. As for cognitive

strategies, they may include inferencing, elaboration, and summarizing. Note-
taking and other academic listening activities are techniques appropriate for
advanced listeners and can be integrated with speaking, reading, and writing.
Similar to reading, most listening materials for pedagogical purposes are
often created, simplified, and graded subjectively (Lynch, 1988). This
situation runs contrary to the widely accepted practice of using authentic
materials in the classrooms. The concern that listening would be highly
difficulty if authentic materials will be used can be addressed by using graded
listening tasks (Lynch, 1988). Others proposed extensive listening approach
to developing listening skills. One of them is Ridgway (2000) who advocated
that when learners are exposed to ample comprehensible listening input, it
will eventually lead to automaticity. However, Field (2008) countered such
argument saying that there are several concerns on focusing too much on
quantity without any consideration to methods for improving comprehension.

Mendelsohn (1998) has outlined teaching strategies for a strategy-

based L2 listening. The first step is to make learners aware of the value of
using strategies when listening. It is followed by pre-listening activities that
will activate learners’ schema. Then, listeners are explained on what they will
listen to and why. Guided listening is also provided to allow more practice of
strategies. Learners are then allowed to practice strategies in a meaning-
focused context and to process what has been listened to for note-taking and
summarizing among others. Finally, learners are encouraged to self-evaluate
their level of comprehension.

Related to Mendelsohn’s (1998) proposal, Wilson (2003) proposed the

discovery listening approach which is a response to the heavy emphasis
given by most published textbooks on practicing comprehension rather than
teaching learners the skills needed for an improved performance. Discovery
listening allows learners to notice the differences between the original text
and the text that they have reconstructed after a listening task. From this
noticing of gap, the learners will try to discover the cause of their listening
difficulties. The task has three phases: listening, reconstructing, and
discovering. Listening allows learners to listen to a text without any note-
taking. They will, then, assess their comprehension level. Finally, they will
listen to the text twice with notetaking. Reconstruction phase allows learners
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Willynse T. Garcia

to reconstruct the text as a group. It bis followed by discovering that allows

learners to compare the reconstructed text to the original text and classify the
causes of errors. They will, then, assess the importance of these errors. After
which, learners will listen again to the original text and assess their
performance. The listening texts in a discovery-listening task are graded.
Self-assessment is also utilized during the task as in the case of third phase.
Wilson’s (2003) proposal has semblance to the suggestion of Swain and
Lapkin (2001) that a dictogloss task can be employed which will help learners
focus more on form. It is done by allowing learners to listen to a short passage
and reconstruct it afterwards.

Activity

Create a listening activity plan with the following parts: name of activity,
objectives, materials, and procedures.
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Lesson 2: Using Rubrics in the Assessment of Listening

Skills

Introduction

A rubric is a coherent set of criteria for students’ work that includes

description of levels of performance quality. Either an analytic or a holistic
rubric can be used when assessing students’ listening skills.

Discussion

Analytic Rubrics

Analytic rubrics offer a number of criteria (typically 4-7) in the left column
with a scale of performance in the topmost column. Criteria may be set by the
teacher or institution and should reflect standards in the discipline. The
interior grid usually sets forth the standards required to meet that score in the
criteria. An assessor scores each criterion separately and decides on a final
grade in considering each field. (depaul.edu)

Advantages:
• Highlights specific areas of strength and weakness
• Criterion can be weighted to emphasize relative importance
• Comparison of numerous rubrics may show progression (Andrade)
• Geared toward a more reliable* means of scoring (Bang, depaul,
Deane)

Disadvantages:
• Reliability depends on well-defined criterion
• Effective rubrics take time, trial and error, and perseverance to create
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Willynse T. Garcia

• Consider using an analytic rubric when:

• Emphasis of assessment is feedback
• Time allows for in-depth analysis of work
• Criteria need to be explicated

Holistic Rubrics
Holistic rubrics consist of a single scale by which all criteria are
assessed.

Advantages:

• Less choices for assessor to make

• More intuitive to score
• Less complex, may be easier for students to understand
(teaching.berkeley.edu)

Disadvantages:
• Not conducive to feedback
• Inability to weigh criteria
• May be difficult to assess when students have a wide swath of skill
level

Activity
Make your own sample of a rubric to be used in assessing
any viewing activity you to give in your class.
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Lesson 3: Lesson Design in 4As Format

Introduction

It is said that a learning plan (aka lesson plan) is a teacher’s tool for
instruction. It is daily guide for what the students need to learn, how it will be
taught, and how learning will be measured.

Discussion

The following are the parts of a Lesson Plan in 4 As Format:

I-Objectives:
Value Aim:
This section lists what students will be able to do after completing the
lesson; should be specific, measurable, attainable, relevant, and time-
based. Objectives should be expressed in behavioral terms (cognitive-
learning facts and information, affective- attitudes and appreciation,
psychomotor- habits and skills)

II-Subject Matter
References:
Materials:
This section names the topic of the lesson, gives the references and
the resources to carry out the lesson.

III- Procedure
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This section is an in-depth explanation of how the lesson will progress

in the classroom.

A. Routinary Activity
1. Prayer
2. Greetings
B. Review/Drill- intends to master previously learned skills
C. Motivation- serves as the springboard of the lesson; prepares the
students for a series of learning tasks; can be in a form of song, dialogue,
poem, short passage, game, etc.; motive questions are used; should not
exceed five minutes
D. Presentation- presents the objectives of the lesson and the subject
matter
E. Activity- provides a task intended to develop a particular skill (e.g.
listening, speaking, reading, viewing, writing)
F. Analysis- uses questions for discussion; art of questioning should be
employed
G. Abstraction- makes a generalization about the lesson
I. Application- gives an activity that applies the learned skill

IV- Assessment
This section measures whether the students learned the lesson’s
information and met the lesson objectives

V- Agreement
This section presents either the homework (task that is related to the
current lesson) or assignment (task that is a preparation for the next lesson)
Notes:
1. Value aim can be highlighted in any part of the learning procedures;
however, it best fits in the motivation and application section.
2. The use of varied and appropriate strategies and techniques is necessary
to successfully carry out the learning procedures.
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Activity
Draft a learning plan (4As format) making listening as the focused
macro skill. Objectives should be based on learning competencies
which can be found in K-12 Curriculum Guide in English for Junior High
School.

Feedback

Wow! You have just finished Module 4.

For sure, all inputs you got will help you
build a good foundation in teaching
listening. Are you ready for the next
journey? Stay good!
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Summary
• Listening is an active intellectual process that
involves decoding, comprehension, and
interpretation.
• Dictation, note-taking, listening to passages are
samples of activities to develop students’ listening
skills.
• Assessing speaking skills employs the use of
either analytic or holistic rubric.
• Lesson design can be in a 4As Format with parts
like Objectives, Subject Matter, Procedure
(Activity, Analysis, Abstraction, Application),
Assessment, and Agreement.

References:

Barrot, JS (2014) Current Principles and Concepts in the Teaching of Macro

Skills Retrieved July 2020 from www.national-u.edu.ph

Holistic vs Analytic Rubrics Retrieved October 1, 2020 from

rubric6625.weebly.com
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Module 5 The Teaching of Receptive Skill: Viewing

Overview

The dominance of visual media in our lives today has led to the inclusion
of viewing in the language macroskills. It refers to perceiving, examining,
interpreting, and construction meaning from visual images and is crucial to
improving comprehension of print and nonprint materials.

Learning Outcomes:

After finishing this module, you are expected to:

1. select differentiated learning tasks in teaching viewing to suit learners’

gender, needs, strengths interests, and experiences;
2. demonstrate how to provide timely, accurate, and constructive feedback to
improve learner performance in the different tasks in the macro skills through
simulations;
3. craft a learning plan according to the English curricula that is developed
from research-based knowledge and principles of viewing and the theoretical
bases, principles, methods, and strategies in teaching these components;
and
4. conduct a teaching demonstration of the assigned learning competencies
in viewing.
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Lesson 1: The Pedagogy of Viewing

Introduction

With the inclusion of viewing in the macroskills and proliferation of

multimedia technology, it is imperative that both speakers and listeners
critically assess audiovisual inputs and make meaning from them (Curriculum
Planning & Development Division, 2010). This need requires new forms of
literacy: media literacy and visual literacy. Media literacy refers to the ability
to access, analyze, and evaluate media and technology information that
involves moving images and sound effects (Hobbs & Frost, 2003).

Discussion

According to De Abreu (2004), developing media literacy would help

students question and critically analyze messages provided to them via
media which facilitates critical viewing and thinking. In classroom setting,
enhancing media literacy involves learners analyzing their own media
consumption habits and identifying the author, purpose, and point of view of
television and radio programs, advertisements, and films (Hobbs & Frost,
2003). Visual literacy, on the one hand, refers to the power of giving meaning
to and building up similar messages for visual messages and the ability to
construct meaning from images (Glorgis, Johnson, Bonomo, Colber, & Al,
1999). As Kang (2004) put it, visual literacy is as important as language and
textual literacy. It, thus, obliges teachers to explore the potentials of visual
and spatial instructional strategies to better facilitate the learning. One way to
realize this kind of instruction is through visual organizers. Visual organizers
are “visual systems of using spatial frameworks such as diagrams, maps, or
charts to organize and present structural knowledge in a content domain”
(Kang, 2004, p. 58). The four general types of visual organizers include web-
like organizers (spider map and semantic map), hierarchical organizers
(concept map and network tree), matrix organizers (compare/contrast matrix),
and linear organizers (Venn diagram, continuum, chain of events, and
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Willynse T. Garcia

storyboard). These organizers are mainly used when teaching reading so that
students can have better conceptual framework of their existing knowledge
and new knowledge. Using visual organizers also allows learners to actively
construct and interpret information. Though these two forms of literacy are at
the core of contemporary culture, they are still treated superficially if not
ignored in the classroom.

Activity
Create a viewing activity plan with the following parts: name of
activity, objectives, materials, and procedure.

Lesson 2: Using Rubrics in the Assessment of Viewing

Skills

Please refer on the previous lesson on holistic and analytic rubrics.

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Activity

Draft your own sample of a rubric to be used in assessing any

viewing activity you want to give in your class.

Lesson 3: Lesson Design in 4As Format

(Please refer to Lesson 3 of Module 4)

Activity
Draft a learning plan (4As format) making viewing as the
focused macro skill. Objectives should be based on learning
competencies which can be found in K-12 Curriculum Guide in
English for Junior High School.
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Feedback

Amazing! You did a great job. What you

learned from this module will be a great
help as you become an instrument to
your prospective students in improving
their viewing skills. Keep going.

Summary
• Viewing encompasses perceiving, examining,
interpreting, and construction meaning from visual
images and is crucial to improving comprehension of
print and nonprint materials.
• Both visual and media literacy are essential
components of students’ viewing skills.
• Viewing skills can be assessed using either an
analytic or holistic rubric.
• 4As can be used in making a learning plan focused
on viewing.
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Willynse T. Garcia

References

Barrot, JS (2014) Current Principles and Concepts in the Teaching of Macro

Skills Retrieved July 2020 from www.national-u.edu.ph

Holistic vs Analytic Rubrics Retrieved October 1, 2020 from

rubric6625.weebly.com
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Module 6 The Teaching of Receptive Skill:

Reading

Overview

Traditionally, people imagine reading as a simple process that is linear

and passive. However, more recent views have established that it is a
complex cognitive process of decoding written symbols. It is a “linguistic,
socio-cultural, physical and cognitive activity” (CPDD, 2010, p. 31) which
involves getting meaning from and putting meaning to the printed text. This
definition implies that reading and reading comprehension are essentially the
same meaning.

Learning Outcomes:

After finishing this module, you are expected to:

1. select differentiated learning tasks in teaching reading to suit learners’

gender, needs, strengths interests, and experiences;
2. demonstrate how to provide timely, accurate, and constructive feedback to
improve learner performance in the different tasks in the macro skills through
simulations;
3. craft a learning plan according to the English curricula that is developed
from research-based knowledge and principles of reading and the theoretical
bases, principles, methods, and strategies in teaching these components;
and
4. conduct a teaching demonstration of the assigned learning competencies
in reading.
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Lesson 1: The Pedagogy of Reading

Introduction

Reading, in many instances, requires simultaneous application of skills

and subprocesses, such as identifying author’s mood and purpose,
identifying main ideas, context clues, analysis, evaluation, recognizing and
assigning meaning to words, constructing meanings at sentence and
discourse levels, and relating such meanings to the readers’ already existing
knowledge (Graves, Juel, & Graves, 1998).

Discussion

According to Chun and Plass (1997), two factors may have great
influence on reading ability of learners: L2 language proficiency and L1
reading skills. Others are topic interest and prior knowledge (Barry & Lazarte,
1998) as well as linguistic complexity (Barrot, 2012; Barrot, 2013; Barrot,
2015c).

Reading is an interactive and problem-solving process making meaning

from the text. It possesses the following characteristics: (a) reading is a
language skill that can be developed through systematic practice; (b) reading
is a two-way process that involves the communication between the author
and the reader; (c) reading is visual which involves the transmission of
message via optic nerves and requires good eyesight; (d) reading is a
productive process that has purpose whether academically, personally, or
professionally; (e) reading is the foundation of good writing. Linguists assert
that one of the most effective means of developing writing skills is to be a
good reader. Through reading, the reader gains knowledge on lexemes,
syntax, morphology, and orthography.

Reading process can be viewed from three different perspectives:

bottom-up, top down, and interactive (Chun & Plass, 1997). Bottom-up
processing is data-driven which puts emphasis on textual decoding (lower
level processes) such as letter and word recognition. It assumes that reading
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Willynse T. Garcia

progresses from recognizing first the lower level units toward more complex
ones through synthesis in which there is little or no interference by reader’s
background knowledge (Graves et al., 1998). Tsui and Fullilove (1998)
contend that bottom-up processing skill is a prerequisite to good reading be
it poor or good readers. Top-down processing, on the other hand, is concept-
driven that puts emphasis on schema and reader interpretation. It assumes
that reading starts from making meaning in the mind of the reader which will
then influence the sampling of the text to substantiate or disprove the reader’s
hypothesis (Graves et al., 1998). In short, the reader brings her/his
background knowledge to the text. The limitation of top-down model is that it
requires readers to predict meaning; consequently, only fluent readers would
be able to manage such approach to reading (Eskey, 1988). Lastly,
interactive processing which is both data driven and concept-driven places
emphasis on the interaction between lower-level (decoding) and higher-level
(inferencing and interpretation) processing. It postulates that reading is
neither exclusively top-down nor exclusively bottom-up. Rather, reading
involves the interaction between linguistic knowledge and schemata (Graves
et al., 1998). Most of the current L2 reading research constitutes the notion
of interactive reading model and schema (Fecteau, 1999).

Another view of reading process that has emerged is the cognitive-

constructivist view which emphasizes that reading involves an active search
for meaning which is largely dependent on the readers’ schema (Graves et
al., 1998). Schema can be distinguished into content schema (knowledge
about people, culture, world, and universe) and formal/textual schema
(knowledge about text structure and rhetorical organization). As regards
textual schema, Graves et al. (1998) stressed that most children have
developed their textual schema for the organization of narratives because
narratives mirror the environment they live in. Additionally, children that are
being read of narratives by their parents have a considerably rich narrative
text schema. Although it is proven that children have significant schema on
narratives, they lack one on expository texts.

From the perspective of whole language pedagogy, reading adheres to

some guiding principles (Goodman & Goodman, 2009). First, no reading will
occur without comprehension. However, it should be noted that no matter
how good the reader is, there will always be misunderstanding of a text.
Second, developing reading comprehension is learned through making sense
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Willynse T. Garcia

of written language. Third, reading development does not follow a linear

development of skills; that is, reading does not develop from part to whole but
from whole to part. Finally, learners need to be exposed to authentic materials
that are at their level and interests.

It is a known fact that reading involves reading strategies and reading

skills. Unfortunately, many reading teachers are confused between these two
concepts. Afflerbach, David Pearson, and Paris (2008, p. 368) explained that
reading strategies are “deliberate, goal-directed attempts to control and
modify the reader’s efforts to decode text, understand words, and construct
meaning of text.” Reading skills, on the other hand, refers to “automatic
actions that result in decoding and comprehension with speed, efficiency, and
fluency and usually occur without awareness of the components or control
involved”. They have also advocated for an explicit teaching of both skills and
strategies. One way to teach strategy effectively is through assessment.
Assessment should focus on processes involved in skills and strategies. The
purpose of this assessment is to identify what learners cannot do and what
they do incorrectly. Generally, strategy assessment should be formative in
nature making it more informal and embedded in instruction while skill
assessment should be summative.

White (1981) suggested some ways of helping teachers put reading

skills to classroom setting and relate them with other macroskills. The first
step is to arouse students’ interest by relating the text to their schema. The
next step is to provide learners with things to search for in the text. Then,
encourage students to discuss the text to one another. Finally, ask students
to write about what they have read. Similarly, Nunan (1999) suggested that
reading programs be designed by determining the purpose of reading course,
determining the text types and tasks for the course, determining the linguistic
items to be covered, integrating tasks and reading texts to class work units,
and integrating reading to other skills.
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Activity
Create a reading activity plan with the following parts: name of
activity, objectives, materials, and procedure.

Lesson 2: Using Rubrics in the Assessment of Reading

Skills

Please refer on the previous lesson on holistic and analytic rubrics

Activity
Make your own sample of rubric to be used in assessing the
students’ performance in any reading activity you want to give in
your class.
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Lesson 4: Lesson Design in 4As Format

(Please refer to Lesson 3 of Module 4)

Activity
Draft a learning plan (4As format) making reading as the focused
macro skill. Objectives should be based on learning competencies
which can be found in K-12 Curriculum Guide in English for Junior
High School.

Kudos to you! You have just completed the last module. Surely, you are
now well-equipped with sufficient pedagogies on teaching macro-skills in
English. Use these as your concrete foundation, along with
your good attributes and you will be in the right track of becoming an
effective 21st century language teacher.
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Summary
• Reading is a complex cognitive process of decoding
written symbols. It is a “linguistic, socio-cultural,
physical and cognitive activity” (CPDD, 2010, p. 31).
• Reading skills and reading strategies are involved in
any reading activity.
• Reading skills can be assessed using either an
analytic or holistic rubric.
• 4As can be used in making a learning plan focused
on reading.

References

Barrot, JS (2014) Current Principles and Concepts in the Teaching of Macro

Skills Retrieved July 2020 from www.national-u.edu.ph

Holistic vs Analytic Rubrics Retrieved October 1, 2020 from

rubric6625.weebly.com
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Final Task:
Form a trio for a demonstration teaching. With the help of your course
facilitator and critic teacher, you will use any lesson plan that you already
drafted. The following criteria will be used for the demonstrator’s
performance: teacher’s personality, lesson planning, content, teaching
methods, classroom management, and question skills. Updates that
concern such major task will be timely given thru group chat.