• Workshop 9 Extending Textbook activities.

    Workshop 9

     

    Workshop Title:  Extending Textbook activities.

     

    Workshop Description: In this module, participants will have a chance to work on the Textbook activities, and learn how to extend the textbook activities. They will also explore ways to effectively adapt your teaching materials to foster a communicative classroom in English.     

    By  the end of the workshop they will be able to:

    ~ analyze textbook lessons/activities and adapt content for appropriate and meaningful use to meet the learner needs and enhance classroom interactions.

    ~use textbook materials, and other relevant sources to develop effective communicative lesson/activities appropriate for their learning environment.

    Gagné’s Nine Events of Instruction

    1. Gain attention
    1. Show participiants different textbook activities on projector, and then Show them the adaptation of those textbook activities. After that participants  will be asked  to discuss in pairs the difference between  these activities, choose the one they liked.
    2. In pairs, Turn and Talk, ask elbow partners why they like it.
    3. Show and read the quote:

    “The most dangerous phrase in the language is, “We’ve always done it  this way !” Grace Murray Hopper.

    1. Ask participants whether they agree or not. They  show their choice with doing Thumbs Up/Down. Then give Follow up question to their pairs “Why?”

     

    2. Inform learners of objectives
    • Read the objectives ( which is written on the boarding card)

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

      ~    analyze textbook lessons/activities and adapt content for appropriate and      meaningful use to meet the learner needs and enhance classroom interactions.

      ~    use textbook materials, and other relevant sources to develop effective communicative lesson/activities appropriate for their learning environment.

     

     

    3. Stimulate recall of prior learning
    • Stimulate participants ideas  by asking question:
    • Have you ever need to do any changes with the textbook activities?
    • Why did you need to change the given textbook activities?

     

    4. Present the content

     -  Display the video about Adapting Textbook activities  from TETE Course

    -Display the video about Tips for Adapting Teaching materials from TETE course.

     

    5. Guide learning

    Teachers will be introduced the ways to adapt, extend the textbook activities according to their students` needs using PPT slides

    (Here  the PPT covers some questions, on which teachers need to answer) .

    The importance of adaptation will  be discussed. Here participants will work in small groups, and give important reasons to adapt textbook activities.

     

    6. Elicit performance (practice)

     Then participants will choose one activity,  that they currently use in their school. Participants have to adapt the chosen activity answering the question, How can this be adapted and used to give your Ss more chances to use their English communicatively? Then they will describe their learner characteristics and teaching context, and explain to why they have adapted the activity.( This is an individual task)

    In the next step participants will present their adapted lesson/activity.

     

    7. Provide feedback
    • In groups, participants demonstrate  their  newly adapted activities.
    • Organize a Gallery Walk, in their groups participants will choose the best adapted activities, and demonstrate to another groups.
    • Give P-Q-P feedback to each group.
    • At the end participants will answer the question, Are there any new activities you have learned today?

    8. Assess performance

     Before they leave, give participants a piece of paper  will write their reflection on these  three questions:

    • What was the most interesting thing I learned?
    • What was the most important knowledge I gained?
    • What question do I still have?

     Collect the Exit Tickets  to assess the participants understanding of workshop content.

     

    9. Enhance retention and transfer

    Ask PP to choose one activity from their textbook and  they should adapt and extend it.

     

    Resource Type
    Training Materials
    Theme
    Extending Textbook activities.
    Language Level
    Intermediate
    Teaching Technique
    Roleplays/Dialogues
    Student Age
    Adult

  • Workshop 8 PTRA

    Workshop 8

    Workshop Title:   PTRA: Plan, Teach, Reflect, Adjust

    Workshop Description:  In this workshop will be able to:

    • plan, teach, reflect, and adjust lesson plans to promote effective communicative

    language practice in their classrooms

    • develop an effective lesson plan for English learners that teaches language through

    meaningful context and promotes communicative interaction using engaging activities

    • design effective lesson plans for English learners using the following steps: warm up,

    presentation, practice, application, and wrap up 

     

    Gagné’s Nine Events of Instruction

    1. Gain attention

    Trainer says: We can say that "There are three types of lessons: The one we plan to teach; the one we actually teach; and the one we wish we had taught. Effective design and delivery of lessons lead to successful learning in communicative language classrooms. Teachers need to not only to plan and teach lessons, but also to reflect on how the lessons were taught and how the students interacted during the lessons. Through this module, you will explore ways that will help you design and develop lesson plans for your communicative language classrooms. You will also have a chance to delve deeper into reflective teaching practices that will benefit both you and your learners”.

    2. Inform learners of objectives

    By the end the session you will be able to:

    •  plan, teach, reflect, and adjust lesson plans to promote effective communicative language practice in your classrooms
    • develop an effective lesson plan for English learners that teaches language through meaningful context and promotes communicative interaction using engaging activities
    • design effective lesson plans for English learners using the following steps: warm up, presentation, practice, application, and wrap up

    3. Stimulate recall of prior learning

     Discussing classroom objectives in small groups answering the following questions:

    • are classroom objectives important?
    • do you work out objectives for each class?
    • how do you work out your classroom objectives?

    4. Present the content

    Playing the video “Writing Good Objectives”

    Discussing some parts of the video and establishing that SWBAT is an important part of lesson planning

    5. Guide learning

    Work in pairs. Ask PP to distinguish which verbs can be used in a good lesson objective.

    Make a True/ False statements about a good lesson objective. PP should use response cards(True/False cards)

    Small group activity. PPs work with handouts where there is a list of disordered activities of a lesson. They try to make a logical sequence of the activities.

    Playing the video “Sequencing Activities”. Before playing it establishing “This video will demonstrate how to sequence activities in a lesson to promote a meaningful language learning environment throughout instruction.”  

     

    Jig saw activity:

    6. Elicit performance (practice)

    Fluency line activity (inner, outer circle): PP speak about their lesson plan – theme, objective, activities taking into consideration Six-Step Lesson

    1. Warm-up

    2. Presentation

    3. Practice

    4. Application

    5. Wrap-up/Assessment

    6. Follow-up.

    They also explain to each other how each activity is connected to the previous one to reach the objective. (each time 1.5 minute is provided)

     

    PP have a jig saw activity using the adapted script of Video 3  Activating Your Reflective Teaching (reading a part in one group and explaining it to others in another group)

    7. Provide feedback

    Asking the PP to recalling the objectives of the session:

    • plan, teach, reflect, and adjust lesson plans to promote effective communicative language practice in your classrooms
    • develop an effective lesson plan for English learners that teaches language through meaningful context and promotes communicative interaction using engaging activities
    • design effective lesson plans for English learners using the following steps: warm up, presentation, practice, application, and wrap up

    8. Assess performance

    Matching activity, pair work. PP match main terms from the session with their definitions

    9. Enhance retention and transfer

    -Ask PP to design a six step lesson plan for a lesson from their textbook.

    -Ask them to think of any ideas for  English teachers in Uzbekistan to implement PTRA into their teaching.

     

     

    Resource Type
    Training Materials
    Theme
    Lesson Plan
    Language Level
    Intermediate
    Teaching Technique
    Presentation
    Student Age
    Adult

  • Workshop 7 Increasing Classroom interaction

    Workshop 7

     

    Workshop Title: Increasing classroom  interaction

     

    Workshop Description:    This interactive workshop will present how to organize student-to-student interaction in the classroom. This means conducting interactive lessons provide enhancing communicative skills and boosting students’ motivation. “Find someone who is bingo” and  “Guiding the artist” activities will be stated as sample interactive activities.

     

    Gagné’s Nine Events of Instruction

    1. Gain attention

     Gain attention with activity “Birthday Line up”. Ask PP to go around the classroom to ask each other’s birthdays and make a line according to chronological order.

    2. Inform learners of objectives

     PWBAT use student-to-student interaction and interactive activities  for English learners.

    3. Stimulate recall of prior learning

    What is interactive activity for you? 

    What kind of  interactive activity did you use in your lessons?

    4. Present the content

     Video presentation on “Increasing student-to-student presentation”

        Experiental activities:

    “Find someone who is bingo”

    Mingling for matching

    Information gap activity   

     

     

    5. Guide learning

     After presenting PPT,  participants  understand Student- to - student  interaction.

     After demonstrating “Find someone who is bingo”,  the trainer shows sample handouts of this activity and models.

    Ask PP to create their own “Find someone who”

     

    6. Elicit performance (practice)

     Demo activities:

     For each activity, engage participants in demonstrating activities, experiencing as a teacher  instructing  the activity as if the others are learners.

    Distribute a handout with lessons from textbooks.

    Ask participants  to create a mingling activity and work in  groups to apply them to the existing lesson.

    7. Provide feedback

     In groups participants present their applied activities and teacher monitors

    and gives collective feedback.

    8. Assess

     Before they leave, give participants a piece of paper with the 3 - 2-1 EXIT TICKET to fill out and hand in. The EXIT TICKET asks them to write down   ,, 3 things I learned’’  ,, 2 things I found interesting” and   ,, 1 question I still have’’

    9. Enhance retention and transfer

     To make a 1 minute video using an interactive  activity  in their own teaching experience . They should post this video on telegram group.

    Requirements for video:

    • No more than 1 minute
    • Activity should be with their actual students
    • Teacher should give the name and description of the activity on the comments below.

     

     

     

    Resource Type
    Training Materials
    Theme
    Increasing classroom interaction
    Language Level
    Intermediate
    Teaching Technique
    Groupwork
    Student Age
    Adult

  • Workshop 6 Checking Comprehension and profiding feedback

    Workshop 6

     

    Workshop Title:  Checking comprehension and providing feedback

     

    Workshop Description: Feedback is one of the most important teacher-student  centered interaction in any learning environment. By the end of the module participants will be able to:

     -understand what to do after tasks or lessons to check comprehension and increase SS`s learning.

    -use appropriate teacher talk for feedback depending on different learning goals.

    -correct SS`s errors with different feedback strategies.

    Gagné’s Nine Events of Instruction

    1. Gain attention
    1. Ask participants to discuss the following questions in pairs with the help of “Bicycle chain” activity :
    2. –How do you give feedback to your SS?
    3. –Do you use different feedback strategies for different needs? Why? Why not?

     

    2. Inform learners of objectives
    •  Read the objectives ( which is written on the boarding card)

                   By the end of the workshop, participants 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 and monitoring

     

     

     

    3. Stimulate recall of prior learning
    •  Stimulate participants ideas  by asking question:
    • Have you ever given corrective feedback for your SS?
    • Why giving feedback is good for learning?

     

    4. Present the content

      -  Display the video about Whole class formative feedback  from TETE Course

    -Display the video about Feedback strategies beyond error correction and anxiety free corrective feedback from TETE course.

     

    5. Guide learning

     Teachers will be introduced the ways of giving feedback and read articles about Progress check and importance of Feedback from TETE materials.

     

    Work in small groups. Give  each group different cases where a  teacher is  giving feedback to the students. Ask PP to read them and identify if this feedback is effective or not. They should suggest their solution if the feedback is not appropriate.

     

    6. Elicit performance (practice)

     Then participants will choose one strategy of giving feedback for example Progress check, Thumps up /down, Scale 1-5  and they present with the help of one activity with their small group members. Then they will tell which strategy worked well and why.

     

     

    7. Provide feedback
    • Groups will give P-Q-P feedback to each other.

     

    8. Assess performance

     Before they leave, give participants a piece of paper they will write their reflection on these  three questions:

    • What was the most interesting thing I learned?
    • What was the most important knowledge I gained?
    • What question do I still have?

     Collect the Exit Tickets  to assess the participants understanding of workshop content.

     

    9. Enhance retention and transfer

     Before participants leave the workshop, ask them to rate in Scale 1-5  the importance of giving feedback and checking comprehension . Then they have to choose one feedback strategy and say its advantages of using in the lessons.

     

     

    Resource Type
    Training Materials
    Theme
    Checking comprehension and giving feedback
    Language Level
    Intermediate
    Teaching Technique
    Total Physical Response
    Student Age
    Adult

  • Workshop 5 Effective questioning

    Workshop 5

    Workshop Title: Effective Questioning and Answering

     

    Workshop Description: At the end of the session participants will be able to understand how different types of questions are used in teacher talk and practice basic question forms and answers with students

     

     

    Gagné’s Nine Events of Instruction

    1. Gain attention

     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 ?

     

    2. Inform learners of objectives

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

    3. Stimulate recall of prior learning

     Make an elicitation on types of questions they know. Use the following  Graphic organizer.

    4. Present the content

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

    Distribute Handout 1 with the article about “Display Questions vs Referential Questions”  by Hyunsun Chung , GMU and ask them to read the article with peers turn by turn.

    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.

    1. Display questions are asked by the teacher in order to develop critical thinking. (False)

    2. Referential questions have a real communicative purpose. (True)

     

     

    5. Guide learning

    Ask the participants to read the following steps of teaching questions in groups as a Jig saw reading and put it in order. After that, answer the question: What kind of questions the teacher is going to teach?

     

     Provide a context. Explain that they are going to use Wh-questions to ask and find out missing information about a girl who went on a trip.

    “You are going to create and use Wh-questions who, what, when, where, which, why, and how to

    find out about Lena and her recent trip. Let’s think about what you want to ask Lena.

    ­­­­­­­­­­___________________________________________________________

     Prepare questions for the activity.

    “Class, Let’s brainstorm! Think about what kind of questions you can create to ask Lena about her trip and write them in your notebook.

     These are also useful types of questions that you and your students might use when

    giving directions, having a conversation, and doing activities.

    Where did Lena go?

    Who did she go with?

    How did she go?

    When did

    ___________________________________________________________

     Give out a handout or note cards with information needed to answer the questions. After the participants write down some questions, they are given information on a notecard about  Lena’s trip. Each note card has a few pieces of information that may provide answers to the questions. For example, each note card can have information like

    this:

    Notecard 1: Paris, warm, sunny

    Notecard 2: train, coffee, paintings

     

     

    6. Elicit performance (practice)

      Work in groups of three. Give each group one theme from the Textbook Teens 8 and ask them to create a Question & Answer between a teacher and a student. Provide an example.

    7. Provide feedback

     Groups will act out their Question & Answers as a role play A Teacher and A Student. Evaluate the teamwork by applauding for acting.

    8. Assess performance

    Give each participant a case where a teacher should use a question. Ask them to provide appropriate type of question.

    e.g.

    Case 1:

    While monitoring, the teacher notices that one of the students cannot join the teamwork. Write the question for  the teacher to ask that student.

     

    9. Enhance retention and transfer

     Tell participant

    • to prepare a good teacher and student question and answer.
    • Create a set of ICQs for their lessons

     

     

    Resource Type
    Training Materials
    Theme
    Effective questioning and answering
    Language Level
    Intermediate
    Teaching Technique
    Class Discussion
    Student Age
    Adult

  • Script of workshop 3 Building Routines in English classrooms

     

    Week 3   Date/ Time / Location

     

    Workshop title: Building Routines in English classrooms

    Workshop description: : In this workshop participants will learn how to build routines by collaborating with colleagues, they will be able to share and apply essential elements of routine of the lesson.

    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 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 it 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 to 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 in appropriate 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 white board

     

    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 while watching the video.

     

     Routine Chart:

     

    Name of Routine

    When to use

    Purpose

     

     

     

     

     

     

     

     

    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

     

     

     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 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 participant.

     

     

    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 for their unique routine.

    Ask one or two participants to share it  in 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

    Lunch time:

    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?

    • 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 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 into boarding cards.

     

     

     

     

     

     

    Markers/ Boarding cards

     

    Provide feedback

     

     

    Both trainers facilitate.

    12:30-13:00

    In groups, participants  will present their boarding cards  each other and evaluate the questions/ statements in 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 it to the trainer.

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

     

    Cards

     

    Assign 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 reflection on the session into their portfolio.

     

    Activity tracker is provided in previous session.

     

     

     

    Resource Type
    Training Materials
    Theme
    Building Routines in English classrooms
    Language Level
    Intermediate
    Student Age
    Adult

  • Script of Workshop 2 Principle 4 Adapt lesson delivery as needed Principle 5: Monitor and Assess Student Language Development Principle 6: Engage and Collaborate within a Community of Practice

    Workshop Title: Principle 4 Adapt lesson delivery as needed

    Principle 5: Monitor and Assess Student Language Development

    Principle 6: Engage and Collaborate within a Community of Practice

     

     

    Workshop Description: In this session, participants will revise Principles 1,2,3 from the first session and acquire the other three principles and reflective teaching by  watching videos about six principles, discussing with peers and doing experimental activities like 3-2-1.

     

    Sections /Trainer

    Time

    Instructions

    Materials

    Note

    Building Routines in English classrooms

    Warm up

     

    Trainer 1:

    9:00-9:25

    Show a boarding card with 3-2-1 graphic organizer.

    Give each participant a copy of it and ask them to write:

    3 important places in their life

    2 important events in their life

    1 important person in their life

    When they have finished, ask them Turn and Talk to their elbow partner. Explain and show different types of partners: elbow partner(a partner beside), hi five partner (a partner opposite).

    Give modeling with Trainer 2.

    Boarding Card

     

     Inform learners of objectives

     

    Trainer 2

    9:25-9:30

     

    Read the objectives of the session:

     By the end of the session, participants will be able to:

    - identify all Six Principles and follow them in their classes

    - analyze their teaching practice.

    PPPT or a boarding card with written objectives

     

    Stimulate recall of prior learning

     

    Trainer 1

    9:30-9: 50

     Ask participants make up quizzes  in pairs based on Principles 1,2,3  Best practices or other information they have learned in the previous session. Give each pair a sheet of paper. They should write the quiz on the paper with big letters and the answer on the back of the paper.

    Show an example which is written by yourself beforehand.

     e.g.

    1. Teachers have active classrooms where students can actively practice English with interesting topics. (Principle 3 Best Practice 3)

    2. Teachers plan lessons to collect and use information about students. (Principle 1 Best Practice 2)

    3. Teachers plan lessons that motivate students. (Principle 2 Best Practice 3)

     

    When Pairs finish their quizzes, they will have Question-Question Trade activity, that's pairs will go around the classroom to ask each other their questions , after asking they will exchange their papers and go to other pair to ask and exchange quizzes.

     

    A white board

     

    Present the content

     

    Trainer 2

    9:50- 10:15

    Video lasts 7 minutes.

    Principle 4

    Distribute Handout 2 where some words are omitted from the best practices and ask participants to predict the words with pairs.

    Ask the participants to watch the video about Principle 4 and check their predictions with pairs.

     

     

    Handout 2

     

    Teachers _____________ student understanding often.

    Teachers  adapt their _________  when it is necessary.

     

    Video

     

    Guide learning(Principal 4)

     

    Trainer 1

    10:15- 10:30

    Tell the participants to discuss following questions with their peers:

    How often do you check your students understanding?

    When do you check your SS understanding?

    Ask them to share their answers.

    Ask participants to work in pairs and write the techniques  which they use  for checking SS understanding.

     

     

    Present the content 2 (Principles 5/6)

    10:25-10:45

    Principle 5 and Principle 6

    Ask the participants to watch the videos about Principle 5 and Principle 6 from TOT  and make notes of best practices.

    TOT 6 principles Video 5 Principle 5 Monitor and Assess Student Language Development

    TOT 6 principles Video 6 Principle 6

    Engage and Collaborate within a Community of Practice

     

    Guide learning 2

    (Principles 5/6)

    10:45-11:20

     

    10 min

     

     

     

     

     

     

     

     

    10 min

     

     

     

     

     

     

    10 min

     

     

     

    5 min

     

     

     

    - Elicit answers about types of assessment they use in their lessons. Write them on the board and ask them to vote for “The Best assessment.” They will vote by raising their hands. Ask two or three participants  "Why do you think it is  Best Assessment?"

     

     

    -Distribute Handout 3 about reflective teacher and reflection form.  Ask participants if they ever reflect their teaching and when they do it. Use Think Pair Share. First PP think individually, then they will talk to their pairs next to them, after that they will share it in the group

     

    - Mingling activity. Give participants 5 minutes to go around the class and ask the following question as many people as they can:

    Question: Which educational websites do you use often and what kind of materials do you download from them?

    Participants will make notes to their copybooks while asking.

     

    When they have finished, make an inquiry about the best finding of this activity.

    Handout

     

    Elicit performance practice

     

     Trainer 2

    11:20-

    11: 50

     

     

     

    Group work. Work in 4 groups with 5/6 participants. Give each group a boarding card.

    Ask groups to create a poster on Six Principles.

     

    Posters

     

     

    11:50-12: 10

     

    Lunch time:

     

     

     Provide feedback

    12:10-12: 40

    When the participants have finished the posters, tell them that they will have  a gallery stroll.

     All groups hang the posters. Half of the groups present them at the same time, while the other half listens, mingling from one to another. Then it is other group’s turns. 

     

     

    Assess performance

    12:40-13: 00

    Use KWLQ chart to check participants takeaways about Six principles. Give each participant a KWL chart. When they have finished, collect all papers.

    KWL chart

     

     Enhance retention and transfer

    13:00-13: 30

    Show how to make a foldable and tell the participants to make a foldable for all Six Principles.

    Add the activities they have learned to their Activity Tracker.

    Instruction to make a foldable:

    1.Take six sheets of A4format paper.

    2.First take one sheet of paper and fold it about 3cm upwards.

    3.Then take another paper and fold it 5 cm upwards and put it on the first paper. Then take a third paper and fold it 7cm.

    4.Continue until you have 6 papers folded and put together  at the top and fasten with  a stapler.

     

     

     

     

     

    Resource Type
    Training Materials
    Theme
    Principle 4 Adapt lesson delivery as needed Principle 5: Monitor and Assess Student Language Development Principle 6: Engage and Collaborate within a Community of Practice
    Language Level
    Intermediate
    Student Age
    Adult

  • Workshop 4 Giving clear instructions

    Workshop 4

    Workshop Title: Giving clear instructions

    Workshop Description:  In this workshop, participants will learn to:

     -describe the features of good teacher talk

     -use several modeling strategies

     -write and practice speaking effective teacher talk for their lessons

    -reflect on how to prepare a teacher talk and share a sample teacher talk using an activity by modeling using JEOPARDY game.

    Teachers will leave the room knowing how to give clear instructions step by step for activities in their class.

     

    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?
    Resource Type
    Training Materials
    Theme
    Giving clear instructions
    Language Level
    Intermediate
    Student Age
    Adult

  • Principle 4 Adapt lesson delivery as needed

    By the end of the module, participants will be able to:

    • Extend or narrow textbook activities according to the needs of the students
    • Adapt and modify lessons to the interests, ages, and levels of the students

     

    Resource Type
    Training Materials
    Language Level
    Advanced
    Student Age
    Adult
    Resource Media
    WEEK 3-LP.docx

  • TOT Session materials

    In this TOT course sessions give the participants an opportunity to get information about the general notion and concept of 6Ps, practice and analyze the activities addressing to collect information about their learners to engage them in class, review, practice, discuss different types of methods and techniques which are helped to improve the effectiveness of the EFL teaching and learning, how to motivate English language learners, techniques of choosing, adapting and extending teaching and learning materials as well as enhancing English language teachers' professional competence.

    Resource Type
    Training Materials
    Theme
    TOT cascading LP
    Language Level
    Advanced
    Student Age
    Adult