Workshop plan

Gagné’s Nine Events of Instruction

1. Gain attention

10 minutes

Jazz chants

2. Inform learners of objectives

5 minutes

Participants will be able to

• design high quality lessons for language development
•  plan lessons that are meaningful for students and promote language learning
•  provide input through varied techniques and modalities.
•  Engage your learners and practice authentic language.

PPT

3. Stimulate recall of prior learning

15 minutes

Scavenger Hunt Activity

DIRECTIONS – Scavenger Hunt

1. Look at the vocabulary word in each box on this paper.
2. Write a note about the meaning of each vocabulary word that you know.
3. When I give you a signal, walk around the room for five minutes. Ask other people the meanings of the vocabulary you do not know.
4. Sit down when you finish or when I give you a signal.

Logo of 6 principles

PPT

4. Present the content

10 minutes

Demonstrate the PPT with BEST PRACTICE 1 

After the demonstration of Best Practice 1 Ask participants what language functions are. After getting answers summarize it

(Answer: Language functions are what students DO with the language.)

Say: After you know what the language functions are, you can decide what language forms students need. 

Ask: What are language forms?

(Language forms are the structures (grammar) and vocabulary that students need to perform the function.)

Display the PPT and discuss the questions on PPT.

5. Guide learning

10 minutes

Introduce Best Practice 2 and Best Practice 3 with the help of PPT

Model 3-2-1box

6. Elicit performance (practice)

30 minutes

ACTIVITY 3-2-1 Uzbekistan!

1. Write the name of your assigned region of Uzbekistan.
2. Work with your table-group to add the 3-2-1 information in the boxes.
3. Transfer all of the information to poster paper.
4. Be ready to answer questions about your region and ask questions about other groups’ regions. You can add drawings if you like.

Practice clear instruction, performance and adaptation

7. Provide feedback

5 minutes

Review: Retell your partner what you learned about Principles 1-3. How did we facilitate your learning today?

Extend: 6Ps Resources Graphic Organizer, What other activities do you know that might support each principle? Add a few to the notes column.

Reflect: What questions do you have? What connections are you making between The 6Ps and your teaching?

8. Assess performance

5 minutes

Participants complete Activity Tracker for 3,2,1 Uzbekistan Activity

1. Gain attention

10 minutes

Turn and Talk Activity

2. Inform learners of objectives

5 minutes

Participants will be able to

•  adjust their talk, the task, or the materials according to learner response.
• Check student comprehension with group response techniques Four Corners
• Adapt lesson delivery as needed

PPT

3. Stimulate recall of prior learning

15 minutes

Around the clock Activity

Around the Clock handout for each participant

4. Present the content

10 minutes

Demonstrate the PPT with BEST PRACTICE 1 

5. Guide learning

10 minutes

Introduce Best Practice 2 and Best Practice 3 with the help of PPT

Model 3-2-1box

6. Elicit performance (practice)

30 minutes

DIRECTIONS: Adapting 3-2-1 Uzbekistan! for Your Classrooms

1. Look back at the notes from the 3-2-1 Uzbekistan! handout from Day 1.
2. In today’s table-group, choose a grade level/age of students to use this lesson with (e.g., 7th grade Beginners, 11th Grade Advanced). Refer to the Textbook Pages handout from Day 1 for inspiration.
3. Decide how you need to adapt the lesson for these students. Include a teacher support, a material support, and a social support.

7. Provide feedback

5 minutes

Gets and Needs

8. Assess performance

5 minutes

Four Corners Activity

1. Discuss the directions for the activity.
   1. Read and/or listen to each statement.

2. Think about the statement and choose your opinion: Agree, Strongly Agree, Disagree, Strongly Disagree.

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

4. Elaborate on your choice if asked.

2. Model the activity by using this statement: Chocolate is the best kind of ice cream.
3. Tell participants that now we will use this activity to share our opinions about four common beliefs that people have about learning English. 
4. Share Belief 1 and give participants time to move to one of the four corners.
5. Ask a few participants to elaborate on their opinions.
6. Follow up with an Alternative Response to Consider themselves or share with other teachers. 
7. Repeat Steps 4–6 for Beliefs 2, 3, and 4.

4 signs for the four corners of the room

 tape to hang signs 

1 large copy or PPT slide of each Belief statement and corresponding Alternative Response to Consider