Actio plan Andijan team final; Workshops Andijan final; New scripts by Andijan team

Section and Trainer(s)

Time

Instructions

Materials

Notes

                                  9:00-10:00    Lesson 1 Introduction to the Cascading Program and Overview of the 6 Principles

Welcome and Introductions

15”

15'

1. Trainers do an Introduction activity with “Important Numbers in our professional lives”. (Both trainers should prepare the same three important numbers in their professional lives and ask participants to guess them)

Ex:

• Trainers write their names in the circle and around it put these numbers: 2021, 10+, 57 (2021 is the year they took TESOL courses, 10+ is their work experience as an English teacher…)
• Participants will ask Yes/No questions to guess why these numbers are important in trainers’ lives.

2. Tell Ps that you will provide a brief overview of the Cascading Program and The 6Ps.

• Participants are given a handout with the schedule, time, location, and topics of the Cascading Program.
• They will read it in groups and will be asked the following questions:

1. When and where is the training?

2. How long is each session?

3. What topics are discussed?

4. How are you going to be assessed?

• PPT 1-2

• Handout

These 6Ps  materials were developed to be accessible to teachers with developing English levels. Many activities may be familiar to CTs and RPMs. This is for them to learn then cascade. They will not recreate the TOT, rather train on aspects of the 6 Ps.

Introduction to the 6 Ps

Trainer(s): _________

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 the Scavenger Hunt activity introduced the new vocabulary for The 6Ps. Refer them to the Scavenger Hunt 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 the 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.

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

• PPT 11-13
• Overview of the 6 Ps handout 

Activity: Turn and Talk / Activity Tracker: Scavenger Hunt

Trainer(s): _________

15”

1. Introduce the Turn and Talk / Activity Tracker activity. Tell participants the purpose is to give them time to think about and take notes on each activity in the 12-day workshop.
2. Direct participants to the Activity Tracker handout.
3. Discuss the directions for the activity. PT 11):
   After each activity, you will talk in your table group about these four questions:

1. What did we do?

 2. How did we do it?

3. Why did we do it?

4. How can I adapt this activity to use in my classroom?

As you discuss each activity, take notes on your Activity Tracker.

4. Model the activity.
   Do a think-aloud as you answer each of the four questions:
   * What did we do? We defined the vocabulary we knew. We asked our peers for help with words we didn’t know.
   * How did we do it? We did this in a large group. We filled the answers in on our graphic organizer.
   * Why did we do it? It was a good community-building activity. We used the knowledge of the group to help us review and learn.
   * How can I adapt this activity to use in my classroom? 1) I could use this with vocab from my lesson as a comprehension check activity after a reading or listening activity. 2) I could use it as a warm-up before reading 3) etc.
5. Monitor and assist with the activity. Emphasize the importance of ongoing community building with activities such as these.

• PPT 7-8
• Activity Tracker handout

                                           10:00-11:00     Lesson 2 Portfolio

Objectives of Lesson 2 Creating a Portfolio

Trainer(s): _________

5”

1. Present the objectives for lesson 2
2. Ps will learn how to create a Portfolio using Google Site and upload their work on it.

https://drive.google.com

Introduction to Portfolio

Trainer(s): _________

10”

• Go to https://drive.google.com and log in to the "My Drive" page.
• To start your Portfolio, click "New" in the top left corner.
• In a drop-down menu click "more" and choose "Google Sites."
• In the top left corner, change the name from "Untitled Site" to "Your Name's (Group #) ESN Portfolio."

Practicing on Google Site

Trainer(s): _________

40”

Building the Portfolio

As you work through each module, you will be adding pages to your ESN Portfolio. You can set up your portfolio following this template's structure. Create these 12 pages:

• Module 0: Key 6 Ps
• Module 1: Building Routines page
• Module 2: Clear Instructions page
• Module 3: Effective Q & A page
• Module 4: Comprehension & Feedback page
• Module 5: Classroom Interaction page

• Module 6: PTRA page
• Module 7: Extending Textbook page
• Module 8: Visually Stimulating Tasks page
• Module 9: Discussions & Debates page
• Module 10: Cooperative Activities page
• Final Summative Reflection page

Directions: To add a page, click the Pages tab in the right-side navigation menu. Click the Plus Sign at the bottom of the right-side navigation menu to add a page. You can move the pages around easily by using the up and down arrows next to the page names. You are now ready to complete each part of the assignment on each page you have created!

Video demonstration of posting the work.

Now that you have set up the pages for your portfolio, you are ready to post your work. Most of your assignments can be typed onto the page or created in Microsoft Word and copied onto the page on the Google Site.

• Follow the directions in each module and create your activities and reflections.
• On the appropriate page in your portfolio, double click on the white space, choose Text in the center of the circle with options
• Type in or paste the text from a Microsoft Word document.
• Double-check the formatting after you paste the text.
• If you want to upload an image (e.g., a photo or screenshot of your activity), double click on the white space, choose the Upload option on the right side of the circle with options.

A video demonstration of how to add text or upload an image will be shown.

Posting Your Work: Video from YouTube

• In a few cases, you are asked to upload a video. There are two ways to do that:
  • First, you can post your video on your YouTube channel (you get access to your own YouTube channel with your Gmail account) and then embed it or insert a link to the video onto your portfolio pages.

A video demonstration of how to add a video using YouTube will be shown.

Posting Your Work: Video or Document from Google Drive

• • Alternatively, you could post your video on your Google Drive and then insert the link from the Drive. This is also how you can insert a file/document into your portfolio from your Google Drive. IMPORTANT: To make your files viewable, you will need to set up the sharing settings. Please watch the video demonstration to see how to do that!

A video demonstration of how to add a video or a file from Google Drive will be shown.

Designing the Portfolio

You can choose themes and layouts for your Portfolio on Google Sites.

• On the right-side navigation menu, review and choose a theme for your portfolio under the Themes tab.
• From the drop-down menu, feel free to choose font styles: simple, Aristotle, Diplomat, Change the color of the background or the background image. To do that, click the background of the existing title block. In the bottom left corner of the title block, you will see the Change Image option. Upload your image or select one from the gallery.

Sharing Your Portfolio with your Core Trainers.

You will need to share your Portfolio with the Core trainers.

• On your portfolio page, click on the Share icon.
• Under Invite People paste the trainer's email address into the email field.
• Click Add a Message and write a note (if needed).
• Click Send button to send the message.

Video demonstration on

Publishing Your Portfolio

If you want to share your portfolio with anyone else, you will need to Publish it.

• On your portfolio Home page, click on the big purple Publish button.
• In the pop-up window,
  • Check the URL for your site and make changes (if needed).
  • Under Who Can View choose to Manage and change restrictions to have the published site to be Public.
  • Make sure to check the box next to Request public search engines to not display my site.
• Click Publish at the bottom of the pop-up window.
• Remember to re-publish your portfolio every time you make a change or feel free to unpublish it (if needed).

Video demonstration

• Give participants 5-7 minutes to complete the activity as you monitor and assist.

Video Demonstration

10:00-11:00

Lesson 3  Principal 1

Principle 1: Know Your Learners

Trainer(s): _________

4”

1. Introduce Principle 1: Know your learners.
2. Discuss how teachers teach best when they know their students well.

• PPT 49  

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

Trainer(s): _________

11”

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 50–51                

Caracteristics of Specific Age Groups

Trainer(s): _________

10”

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 52–53

Activity: Jigsaw Reading

Trainer(s): _________

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 allowing students 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 it into smaller sub-groups.
   3. Read, discuss, and clarify the meaning of 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 the meaning for them.

7. Model a Numbered Heads Together group to read, discuss, and clarify meaning for the Pre-primary stage.

• PPT 54–58
• “Pre-primary” page of the Jigsaw Reading handout

Note: those who took TCCP did this jigsaw activity in the Adolescent Learners course. This version of the language has been adapted to support colleagues with developing English proficiency to support PD in English. Also, this is a version they can distribute/share, as TCCP materials are not for distribution. Encourage Ps who say “we’ve done this” to consider how they will facilitate it as they participate.

Activity: Jigsaw Reading

Trainer(s): _________

20”

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 of the puzzle. In their groups, they will read, discuss, and clarify the meaning of 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.

• PPT 59–73 NOTE: PPT 58–72 are only for reference as/if needed
• Jigsaw Reading handout

Principle 1 – Best 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).

• PPT 81–82      

11:00-11:40

Lesson 3 Principle 2

Principle 2: Create Conditions for Language Learning

Trainer(s): _________

5”

1. Introduce Principle 2: Create conditions for language learning.
2. Discuss how teachers teach best when they create a classroom culture where students feel safe, challenged, and motivated.

• PPT 88

Activity: Personal Inventory

Trainer(s): _________

20”

1. Direct participants to the Personal Inventory handout.
2. Tell participants that the purpose of this activity is to give them some time for self-reflection before we move on with Principle 2.
3. Discuss the directions for the activity.
   1. Read each statement.
   2. Rate yourself with the following criteria:
   • • • A – always or almost always
       • S – sometimes
       • N – never or rarely

3. Put a star (★) next to the three statements you most want to improve on.

4. Model the activity by doing a think-aloud.
   * I greet students as a group at the beginning of class, and I greet a few of them individually if they arrive early. I’ll write “S” for “sometimes.”
   *  I never use community-building tasks. This is a new idea for me. I’m interested in the idea, but right now, I have to write “N” for “never.” I’m going to put a star next to that one because I want to improve on that.        
5. Tell participants they can work with their table group to clarify the meaning, but it is not necessary to share their responses.
6. Monitor and assist with the activity.
7. Ask participants to keep the Personal Inventory out and available for quick reference as we explore Principle 2.

• PPT 89–90
• Personal Inventory handout

Principle 2 – Best Practice 1: Teachers create a positive and organized classroom where students feel happy and comfortable.

Trainer(s): _________

12”

1. Introduce Best Practice 1: Teachers create a positive and organized classroom where students feel happy and comfortable.
   * What are some ways you can create a positive and organized classroom where students feel happy and comfortable?
2. Have participants share out as time allows.
3. Have participants look back at Questions 1–10 on their Inventory to see how their responses correspond with examples of Best Practice 1.

• PPT 94–96
• Personal Inventory handout

Principle 2 – Best Practice 2: Teachers demonstrate that they have high expectations of all students.

Trainer(s): _________

13”

1. Introduce Best Practice 2: Teachers demonstrate that they have high expectations of all students.
2. Ask participants to use Think-Pair-Share to respond to the question prompt for 3 minutes.
3. Have participants share out as time allows.
4. Have participants look back at Questions 11–15 on their Inventory to see how their responses correspond with examples of Best Practice 2.

• PPT 97–99
• Personal Inventory handout

Principle 2 – Best Practice 3: Teachers plan lessons that motivate students.

Trainer(s): _________

10”

1. Introduce Best Practice 3: Teachers plan lessons that motivate students. 
2. Have participants share out as time allows.
3. Have participants look back at Questions 16–20 on their Inventory to see how their responses correspond with examples of Best Practice 3.

• PPT 100–102
• Personal Inventory handout

12:10-13:10

Lesson 4 Principal 3

Principle 3: Design High-Quality Language Lessons

Trainer(s): _________

5”

1. Introduce Principle 3: Design high-quality lessons plans.
2. Discuss how teachers teach best when they design high-quality language lessons.

• PPT 105

Principle 3 – Best Practice 1: Teachers prepare lessons with clear language objectives and share the objectives with their students.

Trainer(s): _________

20”

1. Introduce Best Practice 1: Teachers prepare lessons with clear language objectives and share the objectives with their students.
2. Discuss the four questions teachers need to ask when they are developing objectives.

 ●What do my students specifically need to understand when they listen?

●What do my students specifically need to say when they speak?

●What do my students specifically need to understand when they read?

●What do my students specifically need to write about?

Trainers hang these important Notes on the board and ask participants to discuss them.

 Introduce and discuss language functions as what students DO with the language using these examples:
* Orally name five things you need to take on vacation.
* Orally compare the weather in your city to the weather in Paris.
* Describe what is happening in a picture of a beach in five or more sentences.
* Sequence the events of a story you read about Olga’s trip to Samarkand.

Participants will be asked to contrast language functions with forms by saying that language forms are the structures (grammar) and vocabulary that students need to perform the function.

Use the “Orally compare the weather in your city to the weather in Paris” example to discuss the language forms we need to DO the function (weather vocabulary, comparatives, present simple).

3. Discuss the importance of objectives being measurable and observable.
   After you create the objective, ask yourself these questions:

• What will I observe each student do?
• How can I measure each student’s success?

Remember, the clearer the objective is, the easier it will be to observe and measure!

8. Discuss the four kinds of support teachers need to give students to help them master an objective.
   * vocabulary practice
   * grammar instruction
   * multiple opportunities for practice
   * focused feedback
9. Discuss the importance of and ways to share objectives with students.
   * writing on the board/showing on the screen
   * reading aloud
   *demonstrating or modeling/showing examples
10. Discuss the importance of finding ways to encourage students to participate.
    * enthusiasm
    * games
    * rewards
11. Have participants Think-Pair-Share about more specific kinds of motivation they can give under the categories of enthusiasm, games, and rewards.

• PPT 106–116

Principle 3 – Best Practice 2: Teachers use oral and written English that students can understand.

Trainer(s): _________

25”

1. Introduce Best Practice 2: Teachers use oral and written English that students can understand.
2. Discuss the kinds of tools teachers can use to help students understand.
   * Scaffolding (hand and face expressions, pictures, simple English, common vocabulary, emphasizing important words)
   * Tools for Explaining (maps, charts/graphs, graphic organizers, pictures, real objects, video/audio clips, highlighted text, bilingual glossaries, picture dictionaries)
   * Demonstrations (modeling good English, role-playing an activity, helping students do written exercises with think-aloud examples, sharing good examples of essays, projects, etc.)
3. Ask participants to share other ideas.
4. Discuss ways teachers can adapt their language.
   * Speak clearly.
   * Speak at a slower speed for beginner students and a normal speed for advanced students.
   * Repeat information in different ways.
   * Use hand and facial expressions.
   * Stress important words
   * Write keywords when speaking.
5. Ask participants to share other ideas.
6. Discuss ways teachers can give clear directions.
   * Use the same classroom management and routines every day.
   * Give simple directions with patterned language (hand clapping, rhymes, hand and face expressions, signals).
   * Divide tasks into smaller parts.
   * Model every part of a task.
7. Ask participants to share other ideas.

• PPT 117–120

Principle 3 – Best Practice 3: Teachers have active classrooms where students can actively practice English with interesting topics.

Trainer(s): _________

15”

1. Introduce Best Practice 3: Teachers have active classrooms where students can actively practice English with interesting topics.
2. Discuss the different kinds of techniques that teachers can use to give students more opportunities to participate.
   * Be sure that you do not just rely on “good speakers” (Numbered Heads Together, Think-Pair-Share).
   * Ask follow-up questions (Say more on that . . . Do you agree or disagree with that?. . Why do you think that?. . Explain why you chose this answer.).
3. Ask participants to share other ideas.
4. Discuss the different kinds of techniques that teachers can use to ensure active participation throughout all four parts of a lesson: Starting, Building, Applying, Concluding.
   * Starting (Roving Charts, K-W-L, Four Corners, Anticipation Guides, Language Experience Approach)
   * Building (Sorting Tasks, Sentence Frames, Directed Reading-Thinking Activity, Reciprocal Thinking, Concept Mapping, T-Charts)
   * Applying (Dialogue Journals, Readers’ Theater, Text to Graphics and Back Again, Report Frames)
   * Concluding (Rubrics, Collaborative Dialogues, Comprehension Checks, Numbered Heads Together, Stir the Class).
5. Ask participants to share other ideas.

• PPT 121–123

Wrap-up

5”

1. Review Ps 1-3: retell partner about Ps 1-3 Participants will use the 3-2-1 technique:3-things they learned;2 things they found interesting and 1 question they still have.

• PPT 129-130
• 6Ps Resource GO

Sections /Trainer

Time

Instructions

Materials

Note

Building Routines in English classrooms

Warm-up

Trainer 1:

9:00-9:25

Entrance tickets:

Each participant should write one of the six principles and explain the meaning briefly on a sticky note.

Song. Show or distribute the text of the song. First, sing it yourself, then involve all participants and sing together.

Hello everybody how are you today

It is time to move your body and learn and play

Hello to my teachers how are you today

I am gonna listen to what you say

 shake your head yes shake your head no

Let your arms up, put your arms down

Let your arms up and shake them round again

Ask PP if they liked the song.

Ask if they use songs in their lessons and when they use them: at the beginning, in the mid, or at the end. Also, ask them how often they use songs in their lessons.

PPPT with the text of the song or handouts.

 Inform learners of objectives

Trainer 2

9:25-9:40

Turn and talk. Tell PP to express their ideas on the quote: ‘Tell me and I forget, Teach and I remember, Involve me and I learn’

In pairs, PP will tell each other their ideas about this quote. Then they can share ideas with the whole class.

When they finish the discussions, introduce the objectives of the session:

1. TWBAT to use effective activities to make routines of the lesson
2. They will differentiate types of lesson activities and use them inappropriate parts of the lesson.

PPPT or a boarding card with written objectives

Stimulate recall of prior learning

Trainer 1

9:40-9: 50

Ask the questions:

“What is routine?”

Ask PP to tell their answers to their peers.

Mini-lecture on benefits of using routine activities on the quality of the lesson (learners feel less anxious as steps are predictable, they act more independently as they have already experienced the same activities before)

Trainer: (mini-lecture)

Effective classroom routines have purpose and meaning far greater than simple management. As

you strive to establish good routines toward a communicative language classroom environment,

your students will increase in learning and use of the target language. This module will help you

explore different classroom routines you can apply to your teaching context while using English. Routines are important for promoting classroom management and establishing shared

expectations with your students. Students learn with less stress in environments with structure

and routines. Establishing routines can also develop students’ independent learning habits

because they know what to do with confidence.

A whiteboard

Present the content

Trainer 2

9:50- 10:10

Video duration is also included here.

(7,15 minutes)

1. Trainer distributes participants a Routine chart for each and they should fill it out while watching the video.

 Routine Chart:

2. Tell the PP to watch the 

Video from TETE Building Routines: “Start-Up” Language Routines. (6 minutes) and complete the Routine Chart.

Routine charts

Guide learning

Trainer 1

10:10-10:20

Thumbs up and thumbs down.

Trainer reads statements about using routines in English classrooms and the participants should make a sign Thumbs Up if they think it is true, and Thumbs Down if they think it is false.

e.g.

1. Routines help to promote classroom engagement (Thumbs up 👍)

2. Routines help only teachers to teach(Thumbs Down  👎)

Statements about routines.

Experimental activity

“Do Now” routines

Trainer 2

10:20-10: 50

 The trainer gives examples for Do Now routines.

1) Turn to page 15 in your book and begin reading the passage.

2) Take out your homework and begin checking answers with a classmate.

3) Open to page 30 and begin exercise A.

4) Take out a piece of paper and write 2-3 questions you have about today’s topic.

-Divide participants into 4 groups by colored papers(red, yellow, green, blue). Distribute colored papers, participants will find their groups according to their cards.

- In groups,  participants should create new Do Now routine statements.

-When they have finished,  they will do the Mingling activity “Give one, get one”, that’s they will go around the classroom and share their Do Now statements, each will read one and write one that they hear from other participants.

Ice cream sticks

Experimental activity

Clock up mingle

Trainer 1

10:50-11:00

Describe the clock up mingle:

Clock Partners: A Pairing Strategy

1. Distribute each participant a Clock graphic organizer.

2. Tell PP they will be practicing “Clock Partners” mingling.

Trainer: In this activity, you will go around the classroom to talk to different participants. First, put the name of your partner to the number of the clock, then write down the daily routine   s/he shared.

- Based on the clock, each person will have twelve different partners to meet. Their names will be

on each hour of the clock.

Picture of clocks

Elicit performance practice

 Trainer 2

11:00- 11: 30

 Practice  Clock Partners Mingle.

Ask PP to share what unique Routines (not mentioned in the videos ) they use in their classroom. First, give PP  time to think and write a short description of their unique routine.

Ask one or two participants to share it in the plenary.

Mingling: Ask PP to go around the classroom and ask about their unique routines. They will mingle around the classroom and fill  the clocks with the names of participants and their daily routines

Wrap up Routines /Exit ticket

Trainer 1

Lunchtime:

11:30-12: 00

12:00-12: 30

 Ask PP the question:

“How do you end your lessons?”

They should share their experiences.

Present the Wrap-Up routines and Exit tickets.

For the wrap-up at the end of a lesson, you can set up instructional routines such as paired or

group reflection for sharing. Your reflective wrap-up questions can be:

• What is one thing that you learned today?

• What is one question that you still wonder about?

• What is one way someone helped you to learn?

For example, you can write on the board, and say:

• “Class, let’s read the wrap-up questions on the board.”

• “Class, let’s take a look at the wrap-up questions on the board.”

• “Class, let’s think about these reflection questions as our wrap-up.”

• “Can I have someone volunteer to read the wrap-up questions?”

Divide the class into two groups: A and B.

Group A should create questions for Wrap Up routines.

Group B should create statements for Wrap Up routines.

They should write them onboarding cards.

Markers/ Boarding cards

Provide feedback

Both trainers facilitate.

12:30-13:00

In groups, participants will present their boarding cards to each other and evaluate the questions/ statements on the 1-5 Scale.

Sticky notes

Assess performance

13:00-13: 15

Exit ticket 3-2-1. PP will write three routines they have learned during the session, two routines they have applied, one question they have.

PP will write them on a sheet of paper and hand them to the trainer.

The trainer will collect all sheets of paper to reflect on whether the session outcomes are achieved.

Cards

Assign a task for further development

13:15-13:30

Before participants leave the workshop, ask them which routine activity they liked the best and write them into their Activity Tracker.

Home assignment: Write a reflection on the session into their portfolio.

An activity tracker is provided in the previous session.

Sections /Trainer

Time

Instructions

Materials

Note

Giving clear instructions

Warm-up

Trainer 1:

9:00-9:20

Gain participants' attention with the joke in the picture

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

Questions:

What is the problem with 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 a good teacher's 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 the 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.

A mini-lecture on the importance of giving clear instructions.

A whiteboard

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.

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

• PP will work in groups of 4/6 and read the Extract from the 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 activities 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 to fully understand it.

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 the TETE course:” Giving clear instructions for forming  groups”

PP takes 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 writes instructions to form a group and one member from each group practices their instructions to form the group.

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

Pp, take notes on the steps in the teacher talk for managing activity. The whole class discussion to check video comprehension.

Videos.

Experimental activity 1

Trainer 2

10:25-11:00

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

-Write your problem in instructing a piece of paper individually.

- Then PP mingle and ask for suggestions to solve the problem.

PP read the article “Giving effective instructions: Using Think Aloud” and fill in 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.

-The trainer hangs sheets of paper with the 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. Teachers 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 of 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

Lunchtime:

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

 QPP slips to give each other feedback.

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

QPP charts

Assign a 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.

An activity tracker is provided in previous sessions.

Sections /Trainer

Time

Instructions

Materials

Note

Effective Question and Answer

Warm-up

Trainer 1:

9:00-9:25

Begin the session with the activity: “Guess the question”

Trainer writes some answers on the board, participants should guess what the question is:

e.g.

 -……?

 - In Asaka

-……?

- Classic

-…..?

- Not, actually. He is a driver.

Possible questions:

1. Where do you live?
2. What kind of music do you like?
3. Is your husband also a teacher?

Whiteboard

 Inform learners of objectives

Trainer 2

9:25-9:30

Tell the participants that they are going to learn about different types of questions including the display and referential questions and practice making a good question and answer talk.

PPPT or a boarding card with written objectives

Stimulate recall of prior learning

Trainer 1

9:30- 9: 45

Make an elicitation on the types of questions they know. Use the following  Graphic organizer. In the plenary, Brainstorm on types of questions. 

A whiteboard

Present the content

Trainer 2

9:45- 10:10

- Tell participants about two more types of questions: display and referential.

Distribute Handout 1 with the article “Display Questions vs Referential Questions”  by Hyunsun Chung, GMU, and ask them to read the article with peers turn by turn. (It is a two-page article, which took me 6 minutes to read in detail. It may take PP about 12-15 minutes when they read it in turns)

When they have finished reading, check their understanding by Response Cards. Give each pair a card with True /False. Read aloud some statements about Referential and Display questions. ( Handout 2)

e.g.