Week 1

 

WEEK 1

 

Section 

Time

Instructions

Materials 

Welcome/ Inform learners of objectives:

10”
  1. Introduce Yourselves
  2. Welcome Participants Tell Ps we will provide a brief overview of the 6 Principles, which we will learn about in Weeks 1-3. 

PPT 1-2

Introductions

15”

 
  1. Introduce Yourself to participants. 
  2. Have participants make circle. 
  3. Give name and adjective starting with same letter.  Magnificent Munisa/ Dynamic  Doniyor
  4. Have next person say your name and your adjective then give their name and adjective. 
  5. Continue around group repeating all names then giving their own. 
  6. As whole group review everyone’s names. 

None
 

Warmer:

Gain Attention

 

Activity: Definition Match 


 

10”
  1. Introduce the Sorting activity. Tell participants the purpose is to introduce new vocabulary related to The 6 Ps.
  2. Divide into 3-4 teams  
  3. Discuss the directions for the activity. 

1. You will get an envelope with papers you must match the words to the definitions synonyms 

think “community of practice” means?

  1. Give teams  envelopes  and have them match. 
  2. Have participants check the PPT for suggested meanings and answer any questions they have:
    * EFL – English as a Foreign Language

* TESOL – Teachers of English to Speakers of Other Languages
* exemplary – excellent, model, very good, perfect
* principles – truths, beliefs
* community of practice – a group of people who do the same thing and work together to do it better
* resources – tools, materials, supports

* learners – students
* conditions – situations, environment, circumstances
* lesson delivery – how teachers present a lesson
* adapt – change, adjust, modify
* create – make, develop, design
* design – plan, create, make
* monitor – observe, watch, check
* assess – evaluate, determine, judge

* engage – participate in, join in
* collaborate – work with, cooperate with

6. Have participants write down any new vocabulary 

  

Matching handout_ 

Already cut up

Stimulate recall of prior learning: 

Think-Pair-Share

What makes a good teacher?

10”
  1. Work in pairs 
  2. Make a list of what you think makes an Exemplary teacher.  

None

Present the content: Introduction to the 6 Ps


 

15”
  1. Introduce The 6 Principles for Exemplary Teaching of English Learners. Tell participants that we will call The 6 Principles “The 6 Ps” during the workshops.  
  2. Read The 6 Ps while pointing to each one individually on the graphic. Remind participants that theSorting activity introduced the new vocabulary for The 6Ps. Refer them to the Sorting handout for the words underlined below.
    * Principle 1: Know your learners.
    * Principle 2: Create conditions for language learning.
    * Principle 3: Design high-quality language lessons.
    * Principle 4: Adapt lesson delivery as needed.
    * Principle 5: Monitor and assess language development.
    * Principle 6: Engage and collaborate within a community of practice.
  3. Explain that the center of The 6 Ps is “Know your learners” (Principle 1) and that “Engage and collaborate within a community of practice” (Principle 6) is what holds The 6 Ps together. 
  4. Explain why TESOL developed The 6 Ps.
    * The 6 Principles are TESOL’s ideas for excellent teaching of English learners.

* The 6 Principles connect TESOL’s . . . values, standards, professional learning, and publications.

* The 6 Ps are universal, come from many years of research, and help teachers and students be successful in any program. They are a framework that can be connected to other ELT professional development.

  1. Have participants read the quote and then discuss how we make this possible when we use The 6 Ps together. 

PPT 3-7

Overview of the 6 Ps handout

How We Learn English / 

Activity: Four Corners


 

20”
  1. Tell participants that before we examine each of The 6 Ps individually, we will explore how we learn English. 
  2. Introduce the Four Corners activity. Tell participants the purpose is to examine some of the beliefs we have about language learning.
  3. Discuss directions for the activity.
    1. Read and/or listen to the statement. 

2. Think about the statement and choose your opinion:

  1. Agree
  2. Strongly Agree
  3. Disagree
  4. Strongly Disagree

3. Move to the corner of the room which best represents your opinion.

4. Elaborate on your choice if asked.

  1. Model the activity with this statement. 
    * Chocolate is the best kind of ice cream.
  2. Tell participants that now we will use this activity to share our opinions about four common beliefs that people have about learning English. Share Belief 1 and give participants time to move to one of the four corners.
    * Belief 1: My job is to teach students English. I don’t need to think about their ability to speak another language(s).
  3. Ask a few participants to elaborate on their opinion. 
  4. Follow up with an “Alternative Response to Consider” or share with other teachers who might believe it is not an English teacher’s job to think about the benefits of being bilingual.
    Alternative Response to Consider: Being bilingual helps students remember more at one time. Successful teachers help students develop their bilingualism.
  5. Repeat Step 5–7 for Beliefs 2, 3, and 4. 
    * Belief 2: I cannot motivate my students if they do not want to learn English.

Alternative Response to Consider: Motivation is important to learning. Successful teachers make a classroom environment and lessons that can help to motivate students.
* Belief 3: Students should start learning English when they are very young.
Alternative Response to Consider: Teachers should help students start learning at any age. Students of different ages have different strengths.
* Belief 4: Some students can learn English, and some students cannot learn English.

Alternative Response to Consider: Anybody who learned a first language can learn a second language if teachers offer the right ways to practice.
  • PPT 9–19

Activity: Turn and Talk / Activity Tracker: 

15”




 
  1. Introduce the Activity Tracker if you are not providing a tracker simply have teacher write activities in notebooks. 
  2. Give participants 10 minutes to complete the tracker as you monitor and assist. 
  3. Ask participants to share out as time allows. 
  • Activity Tracker handout

The 6 Principles
T/F


 

10”
  1. Have participants write Ton piece of paper and F on piece of paper. 
  2. Say a sentence about vocabulary /6 Ps 

Have participants hold up T or F based on if they think statement is T or F.   If false have them change to true. 

  1. Direct Ps to the Overview of the 6 Ps handout (2 pages), and the 6 Ps image. 
  2. Tell them we will learn about Ps 1,
  3. Remind them that The 6 Ps should work together as a whole, not separately. 

 

 

BREAK/LUNCH

PRINCIPLE 1: 

Principle 1: Know Your Learners

5”
  1. Introduce Principle 1: Know your learners. 
  • PPT 20

Principle 1 – Best Practice 1: Teachers collect information about their students.


 

5”
  1. Introduce Best Practice 1: Teachers collect information about their students. 
  2. Discuss examples of the kinds of information teachers can collect about their students (prior knowledge, talents, interests, life experiences, influences, characteristics of specific age groups).
  3. Finish with characteristics of specific age groups as you transition into the next activity.
  • PPT 21-22

Characteristics of Specific Age Groups


 

5”
  1. Briefly show the five age groups we will discuss. Explain that we can only teach children well if we have a deep understanding of their unique characteristics and stages of development: physical, cognitive, and social-emotional.
  2. Emphasize that the more we know about students’ physical, cognitive, and social-emotional stages, the better we can choose appropriate activities and materials for the best learning experiences.  
  3. Remind participants that this is only a general guide. Many factors affect students’ physical, cognitive, and social-emotional growth. 
  • PPT 23-24

Activity: Jigsaw Reading 


 

10”
  1. Introduce the Jigsaw Reading activity. 
  2. Tell participants we will use this activity to help them learn about the characteristics of five specific age groups. 
  3. Demonstrate how a jigsaw puzzle works by showing the image of a four-piece puzzle being put together.
  4. Explain that Jigsaw Reading activities promote cooperative learning by giving students the opportunity to actively help each other understand information.
  5. Direct participants to the “Pre-primary” Jigsaw Reading handout. 
  6. Discuss the directions for the activity. (PPT 62–63)
    1. Count off 1, 2, 3, 4 in your table groups. Remember your number for your Numbered Heads Together group.
    2. Go to your Numbered Heads Together group. If your group is too large, you can divide into smaller sub-groups.
    3. Read, discuss, and clarify meaning for the physical, cognitive, and social-emotional characteristics of your assigned group for 15 minutes.

4. After 15 minutes, return to your table-group as the “expert” of your assigned age group. As the expert, you will summarize the characteristics of your age group while your table-group mates take notes. Be ready to answer and clarify meaning for them.

  1. Model a Numbered Heads Together group to read, discuss, and clarify meaning for the Pre-primary stage. 
  • PPT 25-29

“Pre-primary” page of the Jigsaw Reading handout 

Activity: Jigsaw Reading

30”
  1. Direct participants to the Jigsaw Reading handout which corresponds with their Numbered Heads Together group (group number is in the top right corner of the handout). 
  2. Have participants divide into their Numbered Heads Together groups. Divide each group into subgroups as necessary to make groups of a manageable size. 
  3. Remind participants they will become the “experts” for their assigned age group. This will make each of them an important piece in the puzzle. In their groups, they will read, discuss, and clarify meaning for the physical, cognitive, and social-emotional characteristics of their assigned group for 15 minutes.
  4. Monitor and assist with the activity. 
  5. After 15 minutes, tell participants to return to their table groups. 
  • Jigsaw Reading handout 

Activity: Jigsaw Note Taking

30”
  1. Introduce the Jigsaw Note Taking activity. Remind participants that jigsaw activities promote cooperative learning by giving students the opportunity to actively help each other understand information.
  2. Direct participants to the Jigsaw Note Taking handout. 
  3. Discuss the directions for the activity.
    1. Take turns telling your group about your assigned age group.
    2. Take notes about each age group.
  4. Model the activity by being the expert for the “Pre-primary” stage while participants take notes in the appropriate box.
    * In the physical category, children like to move a lot and do things with their hands.
    * In the cognitive category, they are starting to use language and their imagination. They can’t do two activities at the same time.

* In the social-emotional category, they are very curious and like to use their imagination. They see the world as good or bad / right or wrong and like to make adults happy.

  1. Monitor and assist with the activity. Be sure the groups are discussing and note taking, not just copying information. 
  2. As you monitor, ask their feelings about this shared method of building comprehension. 
  • PPT 30–34
  • Jigsaw Note Taking handout

Activity: Turn and Talk / Activity Tracker: Jigsaw Reading and Jigsaw Note Taking



 

10”
  1. Re-introduce the Turn and Talk / Activity Tracker activity. 
  2. Give participants 5 minutes to complete the activity as you monitor and assist. 
  3. Ask participants to share out as time allows. 
  • Activity Tracker handout

Activity: Find Someone Who . .


 

10”
  1. Introduce the Find Someone Who . . . activity. Tell participants the purpose of the activity is to gather information about students and help them learn about one another.
  2. Direct participants to the Find Someone Who . . .  handout. 
  3. Discuss the directions for the activity. Model the activity.
    1. Read the statement in each box.

2. When I give you a signal, walk around the room for five minutes. Ask other people questions to see if they fit one of the statements below (e.g., “Have you ever traveled by train?”).

3. Write their name in the appropriate box.

4. Sit down when you finish or when I give you a signal.

  1. Model the activity by asking participants about the first and last box and filling in your own chart:
    * I have traveled by train.
    * I want to travel to space.
  2. Monitor and assist with the activity. 
  3. Do an informal survey to find out how many boxes participants filled. 
  4. Have participants share out any interesting information they learned about other people. 
  • PPT 35–37
  • Find Someone Who . . . handout

Practice 2: Teachers plan lessons to collect and use information about students.

5”
  1. Introduce Best Practice 2: Teachers plan lessons to collect and use information about students. 
  2. Discuss examples of the kinds of lessons teachers can plan to collect information about their students (games and warm-up activities, questionnaires, needs assessments, interest and background inventories, observation checklists, one-on-one discussion, picture stories, autobiography projects). 
  3. Ask participants to share other ideas. 
  

Activity Tracker

5”

Add FSW activity 

  

Turn Talk 

5”
  1. Talk to a partner about one activity or way you will get to know your students better 
  2. POST in Telegram group a picture of you doing implementing Principle 1: Explain what you are doing and how it is number 1. 
  








 

Resource Type
Lesson Plans
Theme
Workshop Title: Overview of The 6 PRINCIPLES FOR EXEMPLARY TEACHING OF ENGLISH LEARNERS. Principles 1 and 2
Language Level
Advanced
Student Age
Adult