Script of Workshop 4 Giving Clear Instructions

Sections /Trainer

Time

Instructions

Materials

Note

Giving clear instructions

Warm up

Trainer 1:

9:00-9:20

Gain participants attention with the joke on the picture

Turn and talk. Ask PP to discuss the joke and following questions with their elbow partners.

Questions:

What is the problem in this joke?

Why did the teacher and Fred have different ideas?

Whiteboard

 A picture with a joke

 Inform learners of objectives

Trainer 2

9:20-9:30

Call the participants attention to the agenda .

By the end of the workshop, participants will be able to describe the features of good teacher talk

use several modeling strategies

write and practice speaking effective teacher talk for their lesson

reflect on how to prepare a teacher talk and share a sample teacher talk using an activity

PPPT or a boarding card with written objectives

Stimulate recall of prior learning

Trainer 1

9:30-

9: 50

Video will take

10 minutes

-Show the video with  wrong instructions.

- Discuss and analyze the video in small groups with the following questions:

What happened in the video?

What was good/wrong? Why do you think so?

Share your ideas with the whole class.

Mini lecture on importance of giving clear instructions.

A white board

Present the content

Trainer 2

9:50- 10:10

Trainer says that  giving instructions can be different according to the purpose of the teacher. For example:

1.       Giving instructions for forming groups

2. Giving instructions for an activity.

3. Giving instructions for arranging tasks.

• Trainer also states the role of Teacher Talk in giving instructions.

• PP will work in groups of 4/6 and read the Extract from article  “The Movable Class: How to Class-Manage for More Active and Healthful Lessons”

• Scan, Read and Share:

First PP will be working in pairs. They are given  a handout with the article and 2 or 3 names of activity from the article. For example, “Breaking the sitting circle”, “Math and number circles”, etc.

Then they should scan and find that activity from the text and read it carefully in order to fully understand.

After that, each pair should share the activities they learned from the article with other members of the group.

Handouts

Guide learning

Trainer 1

10:10-10:25

Does this time include videos? 15 minutes is probably not enough for both videos, discussion and practice.

Present the  video  from TETE course :” Giving clear instructions for forming  groups”

PP take notes on the ways how to make the instructions clear and effective for your students. Pp share ideas they got from the video within small groups.  In small groups  Pp write an instruction to form group and one member from each group practices their instructions to form the groups.

Present the video from TETE course:”Teacher talk for managing activities”

Pp take  notes on the steps  on teacher talk for managing activity. Whole class discussion to check video comprehension.

Videos.

Experimental activity 1

Trainer 2

10:25-11:00

PP are given article on “Common mistakes in teacher talk” cut into pieces. PP should match the paragraphs to the suitable examples. Whole class discussion of the article for checking their task.

-Write your own problem in giving instruction on a piece of paper individually.

- Then PP mingle and ask suggestion to solve the problem .

PP read the article “Giving effective instructions: Using Think Aloud” and fill in the chart 3-2-1. 3-interesting ideas I found from the article, 2-ideas I would like to try in my class, 1-question I still have.  Discuss in your  groups and choose the most important 3-2-1 ideas and questions to share in the class.

Paper clips

Experimental activity 2

Trainer 1

11:00: 11:20

 Four Corners

PP do the activity Agree/ strongly Agree /Disagree.

-Trainer hangs sheets of paper with a word Agree/ Strongly Agree/ Disagree/Strongly Disagree to the four corners of the classroom ; one for each corner.

-Trainer shows some statements related to the topic of the session on the whiteboard by a projector/ or reads aloud them/or presents written on a paper.

e.g. 1.Movement is  important for adolescents.

 2. Teacher  is responsible for organizing movable activities.

3. Teacher should often organize movable classes.

Participants will choose a corner. If s/he agrees, s/he goes to the corner with Agree. If s/he strongly agrees, s/he goes to the corner with Strongly Agree. If s/he disagrees, s/he goes to the corner with Disagree label. 

Elicit performance practice

 Trainer 2

11:20- 11:40

11:40-11: 55

- Posters: In  4 groups PP will create a poster what movable and traditional classes look like.

- When they finish their posters, they will hang them on the walls around the classroom.

-Then they will have  Gallery Walk, that’s they will walk around to watch the posters on the walls.

- PP will explain to each other their posters

Boarding cards

Practice time

Trainer 1

Lunch time:

11:55-12: 25

12:25-12: 45

 Work in groups of 4/5.Ask groups to write instructions for 4/5 different activities.

e.g.

Group 1. Listen to the song and complete the gaps.

Group 2. Read the text and answer the questions

Group 3. Look at the picture and describe it.

Group 4: Read the story and write a summary

Group 5: Describe the most important person in your life.

The PP should write the script of the instructions. Provide a model.

Markers/ Boarding cards

Provide feedback

Both trainers facilitate.

12:40-13:10

When they have finished they should act it out as A Teacher and Students.

Vote for the best.

PP will vote for the best instructions

Sticky notes

Assess performance

13:10-13: 25

 PQP slips to give each other feedback.

Distribute PQP charts for each group. They will fill it out  for each act of giving instruction and hand it to that performing group.

PQP charts

Assign task for further development

13:25-13:30

PP will write 1-2 ideas  to the following question: Which of the suggested instructions can be adaptable to your teaching context? Why? Why not?

and write  them to their portfolio and complete their Activity Tracker.

Activity tracker is provided in previous sessions.