Workshop Training Plan
Workshop Title: Module 4: Checking Comprehension & Providing Feedback
Workshop Description:
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Activity
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Time
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Instructions
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Materials
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Gain attention
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Activities:
Group and chant
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10”
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Energizing chant ( I feel so good)
ON board write:
“Feedback is the breakfast of champions”. Ken Blanchard
Discuss why he said this.
According to Blanchard: “He explained it in sports terms. Can you imagine training for the Olympics with no one telling you how fast you ran or how high you jumped?” Ultimately, just like we need breakfast to fuel.
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None
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Inform learners of objectives
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Activity:
Write On board or show in power point
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5”
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Introduce objectives on the board. By the end of the workshop participants will be able to
- describe the importance of checking comprehension in a language classroom
- practice using a variety of techniques for checking comprehension.
demonstrate using different CCQs techniques in groups.
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None
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Stimulate recall of prior learning
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Activity:
List
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15”
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In groups make:
Make a list of phrases that would be effective feedback.
Do how we are we doing questionnaire.
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None
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Present the content
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Activity 1
Comprehnsion Checking
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60 ”
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Part 1:
1. Ask and discuss why checking comprehension is important and how they do it.
2. Watch Video
Video (What is checking comprehension and why it is important?) https://youtu.be/sfJmK2_tOEs
https://drive.google.com/file/d/12tr5Hmz0ZGbyV6GCr5txs2ENMDu3o50y/view?usp=sharing
3. As watch fill in GO ladder
Part 2:
1. Divide into small groups:
2. Have groups look at:
https://info.getadministrate.com/blog/12-quick-ways-to-check-student-comprehension
https://www.opencolleges.edu.au/informed/features/21-ways-to-check-for-student-understanding/
https://americanenglish.state.gov/files/ae/resource_files/promoting_learner_engagement_week_3.pdf
3. Choose your top 3 ideas. and why you like them.
4. Get with another group share your choices and discuss why.
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Videos
GO ladder
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5. Guide learning
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Activity 1:
Feedback
Comprension
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45”
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Watch video: https://youtu.be/YoK6lIKnE4Y
1. Have participants fil in form.
2. Discuss as class which are good feedback which aren’t
3. Discuss difference between praise and feedback
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Feedback
statements
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6. Elicit performance (practice)
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Activity 1
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20”
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1. In small groups create a comprehension check activity for this class.
2. Make a poster explaining /demo your comprehension check activity. Poster should: Describe Activity/ Why you chose it?/ Write instructions to give it
3. Tape posters around classroom
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7. Provide feedback
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Activity 1
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15”
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1. Hand out sticky notes: 3-4 each person
2. Participants write feedback on note. It must be effective feedback.
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8. Assess performance
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Magic box
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10
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1) Have participants write one question based on what they learned this session. ( Like they were writing a test). Put in box
2) Play magic box. Have group stand in circle and play music pass box when music stops they pull out question and answer.
OR
DO beautiful circle having everyone saying one important thing they learned and why they feel it was important
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White boards
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9. Enhance retention and transfer
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Take it to School
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?
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Teachers should practice giving effective feedback . They should video a short example of it their class and post in telegram group.
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Workshop Title: Module 10: Managing cooperative activities
- Workshop Description: Student projects and cooperative tasks are activities that invite students to combine efforts and collaborate to share the content and skills they have learned over a period of time, such as a unit or marking period. Setting the stage so that students can benefit and effectively work together during these activities is an important first step for planning and development of student project work and activities. In this workshop, participants will explore several factors that will assist them and their students in managing project work and activities in the language classroom and describe the purpose and benefits of project work and cooperative activities in the language classroom
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Gagné’s Nine Events of Instruction
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- Gain attention
2min
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Gain their attention using the activity “The great wind blows”
The great wind blows for everyone who likes…
The great wind blows for everyone who is wearing…
The great wind blows for everyone from …..
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- Inform learners of objectives
2min
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By the end of this module, participants will be able to:
- describe the purpose and benefits of project work and cooperative activities in the language classroom
- explore various ways to develop and present project work and cooperative activities to and for all students
- exchange ideas for project work and cooperative activities that work well for all learners
- develop project ideas and cooperative activities that can be modified for multiple units of study using checklists, rubrics, collaborative work guidelines/expectations
- reflect on ways to adapt and differentiate project work and cooperative activities for all learners
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3. Stimulate recall of prior learning 10min
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- Stimulate participants’ background information by asking how they group their students. Think-Pair-Share
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4. Present the content 20min
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- Video 1: Grouping Students for Activities and Establishing Guidelines for Participation https://www.youtube.com/watch?v=z_EPby75_bQ
- Whole class discussion
- Video 2: Strategies for Successfully Managing Projects and Activities
https://www.youtube.com/watch?v=vEMA7IBEAy4
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- Guide learning 40minmin
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- Individually reading about cooperative and collaborative learning.
Article 2: Toward better group work: Seeing the difference between cooperation and collaboration by Olga Kozar
https://americanenglish.state.gov/files/ae/resource_files/48_2-etf-towards-better-group-work-seeing-the-difference-between-cooperation-and-collaboration.pdf
After reading participants discuss about cooperative and collaborative learning.
- Jigsaw reading. Get into groups of 5s. each participant in the group chooses a number, 1-5. All the 1s will read Collaborative activity 1. All the 2s will read Collaborative activity 2. All the 3s will read Collaborative activity 3. All the 4s will read Collaborative activity 4. All the 5s will read Collaborative activity 5.
- After presenting video 2, divide participants into groups and assign them to adapt any homework from the English book (books which they taught) into project work. Check their understanding with “Fist to Five”
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6. Elicit performance (practice)
20min
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- Engage participants in doing activities like warm ups and experiencing them as a student.
- Participants in groups will present their adapted project works
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7. Provide feedback 10min
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- In groups, participants demonstrate their project works.
- Other participants give feedback using Praise-Question-Polish.
- Give each group feedback using P-Q-P
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8. Assess performance 10min
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- Before they leave, ask them to reflect today’s lesson with the help of D.E.A.R. (Drop Everything and Reflect)
The thing I liked most about class today is…
The most important thing I learned today is…
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9. Enhance retention and transfer
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- Before participants leave the workshop, ask them to give project works to their students and next time share results with other participants.
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