Pedagogy at Play in Week 1 Freshmen ESP course

Pedagogy at Play in Week 1 Freshmen ESP course

1. Communicative Language Teaching (CLT)

  • Evidence in my plan:

    • Rotating Pair Share (introduce yourself, introduce partners)

    • Emphasis on speaking in English, taking notes, and sharing orally

  • Pedagogical intent:

    • Focus on meaningful communication rather than rote grammar drills

    • Students practice real-life interactions (introducing themselves to classmates or imagining an HR context)

    • Encourages fluency, not perfection

2. Task-Based Language Learning (TBL)

  • Evidence:

    • The self-introduction homework framed as a task (“Imagine you are introducing yourself to a welfare office HR manager”)

    • Clear steps: script writing, audio recording, submission

  • Pedagogical intent:

    • Language learning occurs as a byproduct of completing meaningful tasks

    • Integrates reading, writing, speaking, and listening within one task

    • Gives students autonomy over how they accomplish the task

3. Active Learning / Experiential Learning

  • Evidence:

    • Rotating pair shares require students to move, interact, and reflect

    • Students introduce first partners to new partners (reflective component)

  • Pedagogical intent:

    • Learning through doing and experiencing

    • Peer interaction as a form of social learning

    • Builds confidence in speaking English in a low-stakes environment

4. Scaffolding / Zone of Proximal Development (Vygotsky)

  • Evidence:

    • First round allows use of devices and Korean for support

    • Second round requires English only, no device, building independence

  • Pedagogical intent:

    • Supports students initially while gradually removing supports

    • Moves students from assisted performance to independent performance

    • Encourages risk-taking in language use while reducing anxiety

5. Differentiation / Inclusive Pedagogy

  • Evidence:

    • Multiple ways to earn bonus points (introduce yourself or partners)

    • Flexibility for students who are shy, less confident, or strong communicators

  • Pedagogical intent:

    • Acknowledges diverse student abilities and comfort levels with English

    • Provides multiple entry points for engagement

6. Formative Assessment

  • Evidence:

    • Observation of pair interactions and note-taking

    • Syllabus quiz, questions to teacher

    • Homework submission with script + audio

  • Pedagogical intent:

    • Teacher collects data on student understanding, engagement, and language ability

    • Provides early feedback loops to inform teaching strategies

7. Culturally Responsive & Contextualized Learning

  • Evidence:

    • Self-introduction framed around welfare administration, relevant to their major

    • Encouragement to respect peers who may be uncomfortable with English

  • Pedagogical intent:

    • Connects English practice to students’ lived experiences and future professional context

    • Creates a classroom culture that validates diversity and builds social-emotional safety

Summary

My Week 1 plan combines communicative and task-based approaches with strong scaffolding, active learning, and culturally responsive pedagogy. The design is student-centered, gradually increasing independence, and emphasizes peer interaction, real-world relevance, and low-stakes risk-taking. It also subtly integrates assessment and reflection to inform future teaching.

Teacher Journal: Scaling Humanity: Reflections on Large-Class Pedagogy and Multimodal Learning

Lesson Instructions

Week 1 – Freshmen (F2025)

Theme: Welcome

General Notes

  • Week 1 is a welcome week.

  • Attendance is important.

  • Please help me pronounce your name correctly.

  • There are many of you, and only one of me—please help me help you by:

    • Making eye contact when I speak

    • Avoiding talking while I am talking

  • Be mindful and respectful; many students may feel uncomfortable using English.

Module 1 – Syllabus & Schedule

  • Review the syllabus and schedule.

  • Syllabus Quiz

    • Deadline: Sunday, midnight

      • Extended to accommodate slower submissions & absent students

Module 2 – Questions to Teacher

  • Submit your questions now.

  • Teacher will provide answers.

    • Feedback given in class, in writing, and via audio recording

Module 3 – Rotating Pair Share

Round 1 – First Pair

  1. Partner up.

  2. Introduce yourself (English only).

  3. You may use your device or Korean to support yourself.

  4. Take notes in English.

Round 2 – New Pair

  1. Find a new partner (teacher will give instructions).

  2. Introduce yourself again (English only, no device).

  3. Introduce your first partner (English only, no device).

  4. Take notes in English.

After Sharing

  • Submit your notes/paper at the end of class.

💡 Bonus Points

  • Introduce yourself to the whole class OR introduce one/both of your partners to the class.

Homework – Freshmen Assignment 

Goal: Practice a short self-introduction for an entry-level administrative welfare job

Steps:

  1. Write a Script (10–15 min)

    • Imagine you are introducing yourself to a welfare office HR manager.

    • Include:

      • Name, major/year

      • 1 personal strength (e.g., reliability, patience, teamwork)

      • 1 reason you’re interested in welfare-related work

    • Length: 60–80 words (approx. 4–5 sentences)

  2. Record Audio (10–15 min)

    • Read your script aloud clearly in English

    • Length: ~30 seconds

    • Save as MP3, M4A, or WAV

  3. Submit

    • Send both your script and audio file

    • Deadline: Sept 7 at midnight

    • [Submit homework in class google form]

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