Workshop 4 Giving clear instructions

Gagné’s Nine Events of Instruction

1. Gain attention

 Gain participants attention with the joke on the picture. Elicit  participants’ responses about what they see in the picture. What`s happening in the picture? Have you ever experienced such a situation?

2. Inform learners of objectives

 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

3. Stimulate recall of prior learning

 -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.

4. Present the content

 Present ways for giving instructions:

1.       Giving instructions for forming groups

2.       Teacher talk for managing activities

3.       Common mistakes in teacher talk

4.   Giving effective instructions using think aloud

5.       Extract from article  “The Movable Class: How to Class-Manage for More Active and Healthful Lessons”

5. Guide learning

 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.

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. 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.

PP do the activity Agree/Disagree.

Movement is important for adolescents. Why/why not?

 Teacher is responsible to organize movable activities.

Teacher should often organize movable classes.

In groups PP create a poster what movable and traditional classes look like. Gallery Walk  PP will explain to each other their posters .Each PP will be given an activity from the article. On a piece of paper they write the name of the activity on the back side of the card they would write  steps of the activity. In Fluency line they will exchange their activities.

6. Elicit performance (practice)

 Participants work in groups to add clear instruction to make their classes movable.

7. Provide feedback

 PP will give their instructions to the whole class. PQP slips to give each other feedback

8. Assess performance

 Exit Ticket

Write one clear instruction for your classroom which you are going to give while making your video

9. Enhance retention and transfer

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