Workshop Plan Module 4

Nine Events

Description of Instructional Event

PowerPoint Slides or Handouts

1. Gain attention

 Gain their attention with a quote: "We expert teachers know that motivation and emotional impact are what matter." - Donald Norman

Elicit participant responses about what the quote means. (to ensure that they fully comprehend what they need to do to achieve in their classrooms)

Divide participants into 4 groups and present a challenge

(Imagine you have a situation that you feel everyone in a group has a difficulty to understand the new theme what will you do? )

2. Inform learners of objectives

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

• understand what to do after tasks or lessons to check comprehension and increase students’ learning
• use appropriate teacher talk for feedback depending on different learning goals
• correct students' errors with different feedback strategies.

PPT slide

3. Stimulate recall of prior learning

•  Stimulate participants beliefs in about using corrective feedback to improve students` confidence to interact and speak in English.

Ask “How do you give feedback to your students? Do you use different feedback strategies for different needs? What are some of the goals that you have when you give feedback or correct the students’ language errors?” Elicit answers from participants.

• Mini-lecture on benefits of whole class formative feedback
• Feedback strategies beyond error correction.
• Anxiety free corrective-feedback.

Question:

 How do you give feedback to your students?

Do you use different feedback strategies for different needs? What are some of the goals that you have when you give feedback or correct the students’ language errors?

4. Present the content

 Demonstrate the videos from TETE:

Video 1.  Whole class formative feedback. After watching Video 1 check the participants understanding through Thumbs up/Thumbs down activity

Video 2. Feedback strategies beyond error correction

After watching Video 2 check the participants understanding through Respond Cards activity

Video 3. Anxiety free corrective-feedback

https://sites.google.com/view/mason-tete/module-4-checking-comprehension-and-providing-feedback?authuser=0#h.vr71igbf5es7

https://sites.google.com/view/mason-tete/module-4-checking-comprehension-and-providing-

feedback?authuser=0#h.vr71igbf5es7

https://sites.google.com/view/mason-tete/module-4-checking-comprehension-and-providing-feedback?authuser=0#h.vgqaj0amj4px

5. Guide learning

Reading the Article 2: Giving Effective Instructions: Using Think Aloud by Hyunsun Chung and Woomee Kim

Gallery walk (A “Gallery Walk” is an activity that allows participants/students to discuss and display their final work around a room much like artists would display their artistic pieces in an “exhibit.” It is a way that participants/students can share their group work projects or individual literary responses to a text in a non-threatening way with the assurance of getting some feedback from their learning community)

https://www.readingrockets.org/article/using-think-alouds-improve-Reading-comprehension

6. Elicit performance (practice)

 Based on your preference, choose one of the following tasks:

1. Are there any feedback strategies presented in this module which you have learned for the first time? If so, which ones? Create a list and describe how you would use these strategies with your learners.

OR

2. Are there any feedback strategies that you currently use, but are not presented in this module? What are they? Create a list and describe how you would use these strategies with your learners? Do these feedback strategies focus on correcting form or improving communicative skills?

Consider your teaching context and learner characteristics when thinking about this topic. Also think about if these feedback strategies focus on correcting form or improving communicative skills.

7. Provide feedback

   Participants work in small groups to demonstrate a role play of teacher and students and they show how to apply new strategies for giving feedback.

P-Praise

Q-Question

P-Polish

8. Assess performance

• Participants write 1-2 paragraphs to reflect on Module 4.
• Collect the Exit Tickets to assess participants’ understanding of workshop content. 

9. Enhance retention and transfer

 Before leaving the workshop ask participants which part of the workshop they liked and how they will change it or implement without change  in their training sessions with mentees.