Running Header: PEDAGOGICAL REPORT FOR METHODOLOGY

Pedagogical Report
Colorado State University
Kathleen Hamel

PEDAGOGICAL REPORT FOR METHODOLOGY

During my observation of an advanced grammar class at INTO at Colorado State

University I noticed a disconnect between students grades and their level of
comprehension and output; upon discussion with the teacher, she felt the same way. It
appeared as though students lacked motivation although they had the knowledge to
perform at a high level. As an observer, it appears that the way the INTO program is set
up allows for this disconnect; since INTO is a transitional language school, students can
be admitted into the University and in the mean time take classes at INTO so that their
visa does not expire. Thus, when students are admitted into the University, they then tend
to focus less on their classes at INTO until the start of their semester at the University;
one can see this disconnect through not turning in homework at all, even though there
was a flexible late policy, in addition to the use of cell phones for nonacademic purposes
(i.e. texting) during the class period. When discussing the issue with the instructor, she
mentioned how imperative it is for these students to keep up with their English practice
so that they will be able to succeed in their classes at the University level. To this end, my
pedagogical contribution focuses on energizing students to participate during the class
period in order to increase their motivation through the use of a game.
When observing, I noticed that they types of activities that were focused on
mainly included those that allowed students to remain stagnant during class time, these
included exercises within the book, or off a worksheet or even class discussions. Class
discussion is a very useful tool in teaching, and should not be considered un-engaging;
however, when dealing with the specific subject of grammar, it tends to feel un-engaging
more often than not. This type of learning can be beneficial for strictly visual or verbal
learners. However, in line with Howard Gardners Theory of Multiple Intelligences, there

PEDAGOGICAL REPORT FOR METHODOLOGY

are eight types of intelligences and each student learns within certain types of
intelligences, and those must be facilitated as such (Larsen-Freeman & Anderson, 2011).
The use of a game (as described below) will broaden the range of the intelligences that
could be reached during class. The goal of reaching out to more students is to allow for
students to be more intrinsically motivated.
Intrinsic motivation is when a student wants to learn something because they truly
want to learn, not due to external factors such as grades (Ortega, 2009, p. 176). Intrinsic
motivation is also when students learn for enjoyment; when students are playing games
this facilitates that enjoyment and allows for natural intrinsic motivation, providing the
opportunity to: master the task at hand, win the game and, most importantly, achieve the
intended linguistic outcomes the game is designed to address (YourDictionary, 2014).
Ortega (2009) notes that intrinsic motivation is considered optimal because it has been
experimentally shown to be consistently associated to higher levels of achievement
(p.176). To that end, not only does it benefit a students linguistic progress but its also
more fun for the students, allowing for a relaxing, and cooperative atmosphere in the
classroom.
In order to capture the students attention and facilitate working in a cooperative
manor, I present a team-based game. The teacher would split the class into two groups.
Then, using a projector, write a grammatically incorrect sentence onto a transparency
slide and ask the students within their groups to come up with the correct answer. Then a
student who (for that round) is designated as the runner, then writes the corrected
sentence on the white board, in attempt to beat the other team, like a race. Its important
that each student has the opportunity to be the runner in their team because each student

PEDAGOGICAL REPORT FOR METHODOLOGY

is then challenged and possibly motivated. This game can vary greatly in order to tailor to
the needs of the teacher and students. For example, technology like a projector is not
even necessary, and any grammatical focus could be used, which allows for the use of
this game across various levels, allowing to tailor to the needs of the students. Although
there is a lot of flexibility within the structure of this game, a shortcoming might be that
students are so unmotivated that they dont get into the game, meaning that the students
wouldnt truly reap all the benefits that the game allows for. However, based on my
experiences in a classroom, students are actively willing and wanting to participate in
games during class.
Through the use of this game, students will feel more intrinsically motivated. This
increased motivation could thus lead to more effective learning and students feeling more
motivated to do work associated with the progress of their learning, which would then be
reflected upon in their grades. Within this game, six out of the eight intelligences are used
from the Theory of Multiple Intelligences, this includes: visual, verbal, logical, bodily
(kinesthetic), interpersonal, and then finally, intrapersonal. These intelligences are
experienced when students see the prompt in from of them, are able to talk about it with
their peers, use logic in order to correct the mistakes, run to write answers on the board,
have to work with one another and have to come to conclusions with oneself; all of which
contribute to the increase of students motivation.

PEDAGOGICAL REPORT FOR METHODOLOGY

References
Larsen-Freeman, D. and Anderson, M. (2011). Techniques and principles in language
teaching. Oxford: Oxford University Press.
Ortega, L. (2009). Understanding second language acquisition. London: Hodder
Education.
YourDictionary, (2014). ESL Games and Linguistic Outcomes. [online] Available at:
http://esl.yourdictionary.com/lesson-plans/ESL-Games-and-Linguistic-Outcomes.html
[Accessed 2 Dec. 2014].