Script of Workshop 11 Facilitating discussions

Sections /Trainer

Time

Instructions

Materials

Note

Facilitating discussions

1. Gain attention

Trainer 1:

9:00-9:25

1. Write the prompt “Schools should require students to wear uniforms” on the board.
2. In pairs, Turn and Talk, ask elbow partners whether they agree with the statement or not.
3. Ask participants whether they agree or not. If they agree they should Stand up, if they disagree, they should Sit down. Then give follow up question to their pairs “Why?”

PPPT with the text of the song or handouts.

Inform learners of objectives

Trainer 2

9:25-9:40

Read the objectives (which is written on the boarding card)

 By the end of the workshop, participants will be able to:

• describe the benefits of communicative language teaching through pair works, small group works, discussions and debates and how to use them in the EFL classroom.
• explore various cooperative learning and interactive language tasks and strategies that build language proficiency and a classroom discourse community.
• design ways you plan to integrate and manage learning activities that support a communicative approach for language learning in your classroom

PPPT or a boarding card with written objectives

Stimulate recall of prior learning

Trainer 1

9:40-9: 50

• Stimulate participants’ ideas by asking question:

Do you organize discussions  in your classroom?

Why? Why not? Does it work?

A white board

Presentthecontent

Trainer 2

9:50- 10:30

Hand the article “Critiquing Questions” out and organize Jigsaw reading.

• Present sample discussion/debate videos and discuss in the group.

Articles

Guide learning

Trainer 1

10:40-10:55

• After reading the article by Jigsaw reading, organize sharing the data in expert groups and home groups.
• Based on gained data participants create a question bank with 3-5 question starters which can be used in discussions and debates.

After presenting the sample discussion/debate videos, assign to select an image that connects to one of lessons in the textbook and create Higher order thinking (HOT) questions to engage students in discussion.

Question banks

6. Elicit performance (practice)

Trainer 2

10:55-11:30

• Participants work in expert groups and home groups sharing the data first and creating question banks.

Participants work in groups of 3-4 and create Higher order thinking (HOT) questions to engage students in discussion. sample questions will be given in the handout.

Handouts

7. Provide feedback

Trainer 1

11:30: 11:40

• In groups, participants will create a question bank and HOT questions. demonstrate their questions to the class.
• Organize peer-assessment, participants will sign out their marks (1-5) for the works of other groups secretly.

Add up the marks of participants and give P-Q-P feedback to each group.

PQP sheets

8. Assess performance

 Trainer 2

11:40- 11: 50

Ask participants to choose one discussion activity which they used in their classes and practice with their small groups.

9. Enhance retention and transfer

Trainer 1

Lunch time:

11:50-12: 10

12:10-12: 40

Before participants leave the workshop, ask them to rate in Scale 1-5 the effectiveness of discussion and debates. Then they have to create a list of debate topics that align with their curricula and post a bucket of  prompts. PP work in groups and stick them on the wall

Markers/ Boarding cards

Provide

feedback

Both trainers facilitate.

12:40-13:10

In groups, participants  will present their boarding cards  each other and evaluate the questions/ statements in 1-5 Scale.

Sticky notes