Module One Which age group would you like to teach most and why?

I would like to teach kindergarten students because they have the capacity to learn fast. I had observed that my niece, five-year old Julie, had learned her lessons in English, math, and reading very fast. It only takes one session for her to grasp the lesson.

Describe the characteristics of your 3 most influential teachers throughout childhood. When I was in grade one, my teacher was always smiling at us because she really loved us. I know this to be true because she spoke to us in a soft and kindly manner. She was like an angel. Like her, I will try to speak softly and kindly to my future students.

My grade three instructor tried to give us compliments everyday. He always had a positive mind by thinking well of people. To elaborate, he would mention how neatly I finished my homework. This example of my Grade three teacher influences me to also give my students compliments. Praising is an effective way to improve the students attitudes.

The last teacher I can recollect is my grade six teacher who was friendly although she was strict. She was firm about our following the school regulations. I learned how to plan and study by myself from her.

What do the acronyms TESOL, SLA, L1 and L2 stand for? The acronym for TESOL is Teaching English to Speakers of Other Languages. For

example, TESOL can be relevant for Koreans who teach English to Korean students. The acronym for SLA is Second Language Acquisition. For instance, English is the second language that I learned as one of my subjects in school. L1 means Language 1, native or mother tongue. To clarify, my L1 is Korean. L2 signifies Language 2, my L2 is English.

Module Two What is telegraphic speech? Telegraphic speech is speaking the essential words needed to convey an idea. For instance, a child might say sister-- play to indicate that he or she wants his or her sister to play with him or her. In addition, telegraphic speech is also the type of speech produced by people who have suffered injury to a part of the brain called Brocas area.

Module Four Which type of music and movies would you like to introduce to children of other cultures? Why? I would like to introduce music and movies about poor African and Asian children to the more affluent Korean children because I want the latter to be aware of a different world from theirs. Hopefully, the ethnic music and movies will inspire my preschoolers to volunteer their services to these countries in the future.

Module Eight Are the children of bilingual households at a disadvantage? Why or Why not? I opine that a bilingual household is at an advantage. The reasons are that the

children are able to learn two languages, for instance Korean and English. The children would also be able to communicate in two languages and this will widen their perspective of the world in general. In addition, this will give them selfconfidence and proficiency in knowing two languages, not only one.

Module Five Name and describe on exercise that can be utilized for learning English involving Math Science and Social studies separately. When I will teach math, I will use English terms. For example, one plus one equals two. The math exercise will start with a song, 10 Little Indians. Then I will introduce a game using flashcards so that the children can learn to count and read the names of the numbers in English. Finally, the class will end the hour with a dance wi.h a structured pattern. Science class, I will show flash cards of flora and fauna. For example, I will ask a child who has answered correctly to show a card to the children. This game will continue for 30 minutes. I will end the class with an action song about plants or animals. Social class, I will begin the class with a song about Korea. The lesson proper: after the song, I will give each of the children clean aprons and a tray. Clay of different colors will be placed at the center of the table. A map of Korea will be on the wall. I will first introduce the children to the topic by relating a folk tale about Korea. Then I will begin the social studies, specifically a geography lesson. The children and I will spend the hour making a duplicate map of Korea and the surround countries and bodies of water. The lesson may continue to the next day. The dismissal: we will sing the Korean national anthem.

Module seven What is comprehensible input? What is comprehensible output? How are they both the same? How are they different? When we learn a second language on a higher level level of competency, it is comprehensible input. In other words, we learn the language using our prior knowledge as a base for understanding. For instance, listening to an English song is comprehensible input when it is a little difficult so that learning is new. In the case of reading, the teacher can give background knowledge. To sum up, we go from language to meaning. Comprehensible output is understanding L2 , not only with
vocal features that accompany speech and contribute to communication but also through vocal quality, loudness, and tempo: sometimes also including facial expressions and gestures.

They are the same in that both are effective ways to learn English.

They are different in meaning, comprehensible input is the contextual level of what the learner already knows. If teachers provide students with opportunities to practice comprehensible output, then the student s can do self-analyses and critiquing.

Module six The five stages of learning are the following: -The awareness stages wherein children begin to learn to read words and to know numbers. The vocabulary is dad,hat, ten,six, men, mom, dog,pop, hug, and bug. -The exploration stage-children have a grasp of reading and number awareness.

The vocabulary is a simple sentence, for example, It is a dog or I have ten fingers. -Inquiry-children are reading and have knowledge of numbers. The vocabulary is any short story or fable, for example The Boy Who Cried Wolf and number recognition. -Utilization-children learn grammar and math operations. The vocabulary is A noun is the name of a person, place, thing, animal or idea. Math operations, One plus one equals two. -Application-children can read stories and learn from them. This rule applies also to their knowledge of numbers. The vocabulary for the awareness stage are actual reading of short stories, more importantly fables from which there is a moral. Module Nine What intelligence type are you? Describe your intelligence type and tell how it can contribute to you being an effective teacher. My intelligence type is linguistic. This type enjoys writing, reading, telling stories or doing cross word puzzles. To be an effective teacher, I must try to understand children, in other word, a knowledge of child psychology is important. The power of understanding is from my many experiences with my own daughters, niece, and nephew and reading many books about children. Moreover, I will encourage children to be curious. This skill is suitable to linguistic types. Module Ten Describe a classroom activity for each of the intelligence types. 1 Linguistic- I will read a story to the children who are seated in a circle around me. First, I will remind them of the importance of telling the truth. I will discuss this importance with the children and get their different opinions on truth. Also, I will show the picture of the fable in its entirety. The story could be about the boy who cried wolf. I will then read aloud the story. Discussion proceeds. Finally, I will reiterate the importance of telling the truth. 2 Logical-Mathematical- I will take advantage of lunch hour to have a small lesson on logical-mathematical I will remind the children that lunch will be in 15minutes, They must start to get organized, Then when I give the signal, they should put the toys away. 3 Bodily-Before snack time children form a line to wash their hands, Teacher, then, asks them to sit at the table. Some children bring the ingredients to the long table. Teacher leads the children in making a tomato mayonnaise sandwich. 4 Spatial intelligence-Try mirror exercises with a partner stand in front of each other. Your partner makes movements such as moving his hands around and you mirror movements with your body.

5 Musical- Teacher, which is me, teaches the children an action song, head, shoulders, knees and toes. I demonstrate the song in front or the class. Then I sing it again and the children follow. 6 Interpersonal- I will teach the children team spirit, during recess, we will play dodge ball. Module Sixteen Create a lesson plan using a 45 minute template. Greeting (5 minutes) A. Action song using powerpoint. 1. Hokey Pokey II. Review(5 minutes) using You Tube. A. Lesson on body parts. III. Lesson proper(25 minutes) using a computer with an interactive whiteboard. A. Behavior of ants that the teacher created using Microsoft Word. B. Children create notebooks (with teachers help) using the their computers to record their answers to exercises which were dictated to the teacher. C. Preschoolers can also be in groups doing a computer activity. For example, they can play a game concerning ants. IV. Pronunciation(5 minutes) A. Short vowel sounds with the use of a site on American-English pronunciation. B. Children listen to their pronunciation using the LL system. V. Dismissal, using powerpoint. 1. Hokey Pokey Module Fourteen Name and describe three ways that you can create a safe and shameless learning environment for each of the learning methods. I suggest three general ways to have a place that is harmless for learners in each of there learning methods. First of all, the environment should be planned for safety before school begins. Moreover, the classroom should be kept clean and organized like in a Montessori classroom. The room must be child-friendly, of course. Second of all, teachers should prepare not only safety, rules but rules of good behavior, Finally, teachers should teach classroom routine from the first day of class. They should give daily verbal and written affirmations. Module Twelve How do discipline methods change and evolve for each age group.? I.

Children, five and under, cannot understand a long lecture; therefore, making them stand in the corner/away from the group will be more effective. Children of six to nine years of age will understand class rules and know that if they disobey, they have to face the consequences. First stage is the power stage where might is right. This is the lowest stage where by students do not follow directions. However, most pre-schoolers have out-grown this stage by the age of four or five years old. The second stage, the reward /punishment stage, have students who are easier to handle. Most students move beyond this age by eight or nine years old. Stage three is the mutual interpersonal stage. This stage is composed of middle school and junior high schoolers. These children only need gentle reminders. Assertive discipline works with them. Stage four is the social order stage. Students are those of middle school and junior high. Cooperative Learning activities encourage students, at this level.

FINAL ESSAY : What are the different concepts you will explore when doing
student assessments? (google.com student assessment for pre-schoolers

Authentic Assessment: in order to accurately evaluate limited English proficient learners, testing strategies must mirror classroom activities. Lesson information is usually not presented to students in a multiple-choice format therefore; standardized multiple-choice tests are biased forms of evaluations for ESL students. Utilizing multidimensional assessments allow the ESL learner to experience success in a practical way. For example, if the ESL student comprehends the information in the classroom through the use of visuals, these same types of visuals should appear in the evaluation process. Authentic assessment allows the teacher to use classroom instruction to teach the material and to follow up on lessons by evaluating ESL students in a real and relevant way. A teacher made assessment that is aligned with classroom instruction will give ESL students opportunities to succeed while learning English. Examples of unbiased authentic methods of assessment (progress report) portfolios, teacher observations (childs attitudes on learning English), self-assessments (peer assessment), scoring rubrics (international), anecdotal records, etc.
SUMMARY Assessment is testing ESL students based on the classroom activity. It is

effective to evaluate ESL students. Teachers should evaluate their students based on what they taught to them. For example, if the student learned something through visualization, that kind of method should be used in the test. By evaluating students in a proper way, they may maximize the effectiveness of lessons. Portfolios, observation of a childs attitude, and scoring rubrics can be good examples of methods of assessment.
SOURCE: Canadian Cataloguing in Publication Data Main entry under title: ESL learners : a guide for classroom teachers Includes bibliographica l references : p. 32 ISBN 0-7726-3653-2 1. English language - Study and teaching as a second language - British Columbia.* I. British Columbia. Ministry of Education. Special Programs Branch. PE1128.A2E84 1998 428.340710711 C98-960238-9

Teachers who suspect, on the basis of a students performance difficulties, that he or she requires ESL support may be able to confirm this by obtaining further information from parents, from guardians, or, indeed, from the student about: the students educational background the cultural community of which the family is a part the extent to which the home language(s) and English are supported by the family the expectations of the student and the family regarding the school system and its culture (e.g., homework, disciplinary measures, core subjects, field trips). SUMMARY If a students performance is not good, a teacher can acquire information about him/her from the family members and him/herself. Additional information includes his/her educational background, cultural community, and the expectations of the student and the family regarding the school system and its culture.
SOURCE : OMalley, J. Michael & Lorraine Valdez Pierce, Authentic Assessment for English Language Learners: Practical Approaches for Teachers, Source : SOUth Korea Ministry of Education assessment evaluating reading/listening/etc

The process for conducting the initial assessment of language proficiency should involve the use of informal techniques and criterion-referenced instruments (e.g., oral interviews, writing samples) rather than standardized tests. Results obtained using commercially produced standardized tests may be misleading since these are seldom designed to specifically assess ESL students, and tend to be written for, and normed on, Englishspeaking populations. The assessment instruments used will typically take account of all language modes. They will likely present the student with tasks that integrate these skill areas and include at least some pragmatic assessment (how well the student can do something with the language that is presented). Provincial policy stipulates that a record of each students initial assessment should be recorded. The assessment information included in the record should relate to the placement decisions that are made. The record should also identify the amount and type of ESL support service needed (e.g., pullout, inclass). The initial assessment should subsequently be reviewed on a regular basis (at least once a year), and placement and programming adjustments made as necessary. Time constraints often limit the amount of data that can be obtained during an initial assessment. It is also not unusual for a student from another area or country, particularly if there are cultural differences, to freeze when faced with an initial formal assessment in English. Initial assessment results should consequently not be viewed as comprehensive or definitive. With support, ESL students who have a developing grasp of English fare best if given an opportunity, for most purposes, to participate with appropriate support in mainstreamed classes with non-ESL peers. Given appropriate instructional practice (see Classroom Planning with ESL in Mind), their needs can be met without detriment to

other students. Subsequent assessments may suggest alternate placements, but generally speaking, research suggests that holding students back until they have better mastery of language is seldom appropriate4 Collier,

SUMMARY For initial assessment of language, it is better to use informal

techniques such as oral interviews and writing samples rather than just common tests. And the result of the initial assessment should be reviewed periodically, at least once a year. If theres a need teacher would make necessary adjustment. Since most of students are not native speakers, there can be cultural differences. Teachers should be consider the factor and see the results of assessment.

SOURCE : Language, Culture, and Pedagogy: An Overview of English in South Korea Brendan Flattery Copyright 2007

Conclusions
In conclusion, many people regard English as valuable if not necessary for their financial/economic survival in South Korea, though many are worried about the negative impacts it is having on their national identity. Additionally, many see CLT methods for teaching communicative competence as overly western and inappropriate for a South Korean socio-cultural context. These critics believe that this is a major reason why CLT methods have failed to take hold in EFL classrooms, and thus argue that they need to be adapted. Others argue that there needs to be more cultural knowledge taught in classrooms, as the Ministry of Education states in the curriculum. As Kent argues, Konglish should also considered as means of teaching SE forms to students or of illustrating to students what kinds of English use are appropriate in different social settings. A major factor that has received little focus is the opinions of South Korean EFL teachers, for many reject certain aspects of CLT and others believe that Konglish has no place in a classroom. Therefore, many of the above theories need require testing and examination to see how applicable they are in particular situations. This area of study is fascinating and has a great deal of potential for further research, mostly due to the fact that very little published material is available at this point, and hopefully this report provides an overview of what kinds of material exists about the functions of, attitudes towards and teaching approaches of English in South Korea.

SUMMARY Assessment is testing ESL students based on the classroom activity. It is effective to evaluate ESL students. Teachers should evaluate their students based on what they taught to them. For example, if the student learned something through

visualization, that kind of method should be used in the test. By evaluating students in a proper way, they may maximize the effectiveness of lessons. Portfolios, observation of a childs attitude, and scoring rubrics can be good examples of methods of assessment. SUMMARY If a students performance is not good, a teacher can acquire information about him/her from the family members and him/herself. Additional information includes his/her educational background, cultural community, and the expectations of the student and the family regarding the school system and its culture.

SUMMARY For initial assessment of language, it is better to use informal

techniques such as oral interviews and writing samples rather than just common tests. And the result of the initial assessment should be reviewed periodically, at least once a year. If theres a need teacher would make necessary adjustment. Since most of students are not native speakers, there can be cultural differences. Teachers should be consider the factor and see the results of assessment.

Conclusions
In conclusion, many people regard English as valuable if not necessary for their financial/economic survival in South Korea, though many are worried about the negative impacts it is having on their national identity. Additionally, many see CLT methods for teaching communicative competence as overly western and inappropriate for a South Korean socio-cultural context. These critics believe that this is a major reason why CLT methods have failed to take hold in EFL classrooms, and thus argue that they need to be adapted. Others argue that there needs to be more cultural knowledge taught in classrooms, as the Ministry of Education states in the curriculum. As Kent argues, Konglish should also considered as means of teaching SE forms to students or of illustrating to students what kinds of English use are appropriate in different social settings. A major factor that has received little focus is the opinions of South Korean EFL teachers, for many reject certain aspects of CLT and others believe that Konglish has no place in a classroom. Therefore, many of the above theories need require testing and examination to see how applicable they are in particular situations. This area of study is fascinating and has a great deal of potential for further research, mostly due to the fact that very little published material is available at this point, and hopefully this report provides an overview of what kinds of material exists about the functions of, attitudes towards and teaching approaches of English in South Korea.

CONCLUSION #2

From Wikipedia, the free encyclopedia

Kindergarten in Korea is not a publicly administered program. Parents send their children to private schools: most are taught in Korean, many of those have an English class, and some kindergartens are taught almost entirely in English.[citation needed] Kindergarten in South Korea is composed of children from ages three to seven. Most children do not attend "preschool" but are lumped together in a kindergarten class with other children who may be within a four-year age difference. (In English-language kindergartens, the children are grouped according to age and also according to the number of years the children have been studying English.) When the child reaches about six or seven years of age (8 years old in the Korean calendar system) he/she is systematically moved on to the first year of elementary school. From kindergarten to high school, matriculating through the grade levels is not determined on knowledge, grades or passing of any tests, but is based purely upon the student's age. Enrollment in kindergartens or preschools expanded impressively during the 1980s. In 1980 there were 66,433 children attending 901 kindergartens or preschools. By 1987 there were 397,020 children in 7,792 institutions. The number of kindergarten and preschool teachers rose from 3,339 to 11,920 during the same period. The overwhelming majority of these teachersapproximately 92 percent were women. This growth was attributable to several factors: Ministry of Education encouragement of preschool education, the greater number of women entering the work force, growth in the number of nuclear families where a grandparent was often unavailable to take care of children, and the feeling that kindergarten might give children an "edge" in later educational competition. Kindergartens often paid homage to the expectations of parents with impressive graduation ceremonies, complete with diplomas and gowns.

Education in South Korea is viewed as being crucial for success and competition is consequently very heated and fierce.[2][3] A centralized administration oversees the process for the education of children from kindergarten to the third and final year of high school. Mathematics, science, Korean, social studies, and English are generally considered to be the most important subjects.[citation needed] Sometimes physical education is not considered important as it is not regarded to be education and therefore many schools lack high-quality gymnasiums and varsity athletics.[citation needed] South Korea was the first country in the world to provide high-speed internet access from every primary, junior, and high school.[4] The school year is divided into two semesters. The first begins in the beginning of March and ends in mid-July; the second begins in late August and ends in mid-February. They have summer vacation from mid-July to late August, and winter vacation from late-December to early February. They also have a week off in the fall. After winter break, students return to school for a week to take end-of-year exams, and then take a short vacation from midFebruary to early March. The schedules are generally standardized, however it can vary slightly from region to region Module-Three Name five different types of gross motor skills not mentioned in the text. Do the same for fine motor skills. Five different gross motor skills not mentioned in the text are turning, twisting, pushingpulling, and rolling, the body, climbing. Fine motor skills not mentioned are building with blocks, assembling with lego, lacing the shoes, putting one piece of bean from one container to another, making a sandwich.

Module- Eleven Name and describe an intelligence type that was not named and described by Howard Gardener. The intelligence type that was not named and described by Howard Gardener is Emotional Intelligence (EI) which is the ability to reflect, to identify, assess and manage owns emotions, with others, and with groups. It had been thought that EI is a type of intelligence. However, Eysenck claims that EI has invalid hypotheses about intelligence, and that EI does not have the criteria researchers are looking for when studying types of intelligence. As a matter of fact, there have been mixed results regarding research and job performance. Module- Thirteen What do you think is the most important rule for discipline not mentioned in the above text? What learning materials/teaching aids will you vitalize in the TESOL classroom?. A. Disciplinary techniques need to be consistent in the classroom. Teachers should state the rules in his/her classroom. She/he explains them, then reminds the children of the consequences of breaking those rules. Teachers give fair administration to all their students by not disciplining only certain students. In this way, teachers and students will have a stress free environment. B. Teaching aids: 1. The learning of English, of course, is be natural in a TESOL classroom. For example, Karaoke is a great to learn, not only the pronunciation, but the vocabulary. Grammar can be done by doing grammar chants or by rapping. 2. Dances can be incorporated to facilitate pronunciation by having the children be familiar with the rhythm of the English language. The rhythm is iambic. 3. Games can be another fun way to check comprehension. To clarify, written or oral direction, namely Simon Says can be utilized to estimate the level of understanding.

Module Eighteen Lesson plan 1: goal, Listening to Lets Move. I. Greeting A. Action song, 5 minutes

1. Lets Move II. Review, 10 minutes. Teacher asks the class if they can remember the names of parts of the body. III. Lesson proper, 25min. A. Teacher sings the lyrics 1. Lets Move!Hold your right hand up. Hold your left hand up. Shake your fingers round. And then clap, clap! Stretch your right arm out. Stretch your left arm out. Give a little hop, then turn once about. Bend and touch your toes, Then stretch to the sky. Like a little bird, Spread your wings and fly! On your right foot, hop. On your left foot, hop. Now jump with both feet, then its timetoSTOP! IV. Pronunciation, 10 minutes A. Teacher recites parts of the body and the preschoolers repeat after him/her. 1. Toes - TAUZ, hand HAEND, once WUNZ, etc. V. Dismissal, 5 minutes A. Affirmation or action song 1. Lets Move. Lesson plan 2 : Goal, reading Lets Move A. Affirmation or action song 1. Lyrics are shown using Powerpoint. II. Review, 10 minutes A. Pre- reading 1. Review children on parts of the body while showing the word for each part. For example, a flashcard of arm- on the other side, a picture of arm B. Sight words 1. your, shake, fingers, round, then, out, give, once, about, toes, sky, spread, fly, now, arm. III. Lesson proper-the teacher asks the most literate to help those who are less literate. A. Lyrics of Lets Move Hold your right hand up; Hold your left hand up. Shake your fingers round And then clap, clap! Stretch your right arm out; Stretch your left arm out; Give a little hop, Then turn once about. Bend and touch your toes; Then stretch to the sky; Like a little bird,

Spread your wings and fly! On your right foot, hop; On your left foot, hop; Now jump with both feet, Then its timetoSTOP! IV. Pronunciation, 10 minutes A. short a sound=hand/clap Short osound=hop/on/stop Short i sound=little/with Short u sound=jump/up V. Dismissal A. Affirmation or action song, 5 minutes. 1. Reading of Lets Move using Powerpoint. Lesson plan 3: Goal, Writing collocations. I. Greeting, 5 minutes. A. Affirmation on writing. II. Review, 10 minutes. A. Teacher briefs the class on collocations. III. Lesson proper, 25minutes. A. Teacher dictates collocations from the lyrics to Lets Move and the children write them in their writing notebooks. 1. Shake your fingers. 2. Stretch your right arm. 3. Bend and touch your toes. 4. Stretch to the sky. 5. Spread your wings 6. On your right foot, hop. 7. with both feet. IV. Pronunciation, 10minutes A. your- YOR, round- RAWND, once - WUNZ, etc. V. Dismissal, 5 minutes. A. Affirmation about writing. Lesson plan 4: Goal Speaking spontaneously. I. Greeting, 5 minutes. A. Teacher cheerfully says, Good morning/afternoon as each child enters the classroom. B. Each child must repeat. C. A short dialogue follows about the health of three children. II. Review, 10minutes A. yesterdays lesson- a quick review on saying the lyrics of Lets Move III. Lesson proper, 25minutes. A. All the children sing Lets Move 1. Teacher asks one student, what part of the body did I shake?

2. Student answers, You shook your fingers. 1. Teacher asks another student, what part of the body did I stretch? 3. Student answers, you stretched your right arm. 1. The teacher asks a third student, what part of the body did I bend and touch? 4. Student, you bent and touched your toes. 1. Teacher asks yet a another student, what part of the body did I hop on? 5. Student, you hopped on your right foot. B. Teacher continues the questioning every week for a month until most of the children are fluent. IV. Pronunciation, 10minutes. A. Oral, with focus on pronunciation. 1. Group recites Lets Move. 2. Individuals recite Lets Move. V. Dismissal, 5 minutes. A. Affirmation on speaking or action song, Lets Move.. Lesson Plan 5: Goal- Fluency in listening, reading, writing, and speaking of Lets Move. I. Greeting, 5 minutes. A. Affirmation on fluency or singing the action song, Lets Move. II. Review, 10 minutes A. Listening-Simon says game B. Reading-Read the sentence/phrase and act it out C. Speaking-Read the sentence out loud D. Writing-Dictation of collocations III. Lesson proper, 25 minutes. A. Listening 1. Fast game on Simon says B. Reading 1. Fast game of words on flashcards. a. The child with the most cards, wins. C. Speaking 1. Fast game on Questions and answers. a. ex. It this a hand? Yes, it is. D. Writing 1. Child who writes the most words teacher dictates wins. IV. Pronunciation, 10 minutes A. Fast game whereby the child with the best pronunciation wins. V. Dismissal, 5 minutes A. Action song, Lets Move.

Module- Thirteen What do you think is the important rule for discipline not mentioned in the above text? What learning materials/teaching aids will you utilize in the TESOL classroom?

A. Disciplinary techniques need consistency in the classroom. How? Teachers should state the rules in his/her classroom. He/she explains them, and then reminds the children of the consequences of breaking those rules. Teachers are advised to give fair administration to all his/her students by not disciplining only certain students. In this way, teachers and students will have a stress free environment. B. Teaching aids: 1. The learning of English, of course, is to be natural in a TESOL classroom. For example, Karaoke is great to learn pronunciation and vocabulary. Grammar can be done by doing grammar chants and by rapping. 2. Dances can be incorporated to facilitate pronunciation by having the children be familiar with the rhythm of the English language, which is iambic. 3. Games can be another fun way to check comprehension. To clarify, written or oral direction, namely Simon Says can be utilized to estimate the level of understanding.