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Section and Trainer(s)
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Time
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Instructions
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Materials
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Notes
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9:00-10:00 Lesson 1 Introduction to the Cascading Program and Overview of the 6 Principles
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Welcome and Introductions
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15”
15'
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- Trainers introduce each other.
- Participants do Getting to know each other activity with Fluency circle activity using “About Me“
T1 asks participants to complete a paragraph “About Me” and s/he gives an example.
After completing About Me handout with the facts about themselves, participants will be asked to tell about themselves using their writing to their elbow partners.
T2 introduce Fluency circle activity (Participants are divide into two big groups and make inner and outer circles, they will tell each other about themselves during 30 seconds. They can do talk and listen activity with changing partners in a circle. Inner circles can take a step left and work with a new partner)
- Trainers tell Ps that they will provide a brief overview to the Cascading Program and The 6Ps.
- Participants are given 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?
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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 6 Ps.
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Introduction to the 6 Ps
Trainer(s): _________
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15”
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- 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.
- 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.
- 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.
- Explain why TESOL developed The 6 Ps.
* The 6 Principles are TESOL’s ideas for 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.
- Have participants read the quote and then discuss how we make this possible when we use The 6 Ps together.
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- PPT 11-13
- Overview of the 6 Ps handout
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Activity: Turn and Talk / Activity Tracker: Scavenger Hunt
Trainer(s): _________
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15”
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- 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.
- Direct participants to the Activity Tracker handout.
- 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.
- Model the activity.
Do a think-aloud as you answer each of the four questions:
* What did we do? We defined 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.
- Monitor and assist with the activity. Emphasize the importance of ongoing community building with activities such as these.
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- PPT 7-8
- Activity Tracker handout
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10:00-11:00 Lesson 2 Portfolio
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Objectives of the Lesson 2 Creating Portfolio
Trainer(s): _________
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5”
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- Present the objectives for the lesson 2
- Ps will learn how to create Portfolio using Google Site and upload their work on it.
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https://drive.google.com
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Introduction to Portfolio
Trainer(s): _________
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10”
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- Go to https://drive.google.com and log in to "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."
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Practicing on Google Site
Trainer(s): _________
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40”
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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 nativation 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 in onto the page or created in Microsoft Word and copied onto the page in 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., photo or screenshot of your activity), double click on the white space, choose Upload option on the right side of the circle with options.
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 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.
Video demonstration of how to add a video using YouTube will be shown.
Posting Your Work: Video or Document from Google Drive
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- 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: in order 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!
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 in Google Sites.
- On the right-side navigation menu, review and choose a theme for your portfolio under 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. In order to do that, click the background of the existing title block. In the bottom left corder of the title block you will see Change Image option. Upload your own 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 trainer's gmail 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 Manage and change restrictions to have 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.
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Video Demonstration
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10:00-11:00
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Lesson 3 Principal 1
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Principle 1: Know Your Learners
Trainer(s): _________
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4”
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- Introduce Principle 1: Know your learners.
- Discuss how teachers teach best when they know their students well.
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Principle 1 – Best Practice 1: Teachers collect information about their students.
Trainer(s): _________
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11”
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- Introduce Best Practice 1: Teachers collect information about their students.
- 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).
- Finish with characteristics of specific age groups as you transition into the next activity.
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Caracteristics of Specific Age Groups
Trainer(s): _________
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10”
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- 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.
- 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.
- Remind participants that this is only a general guide. Many factors affect students’ physical, cognitive, and social-emotional growth.
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Activity: Jigsaw Reading
Trainer(s): _________
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10”
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- Introduce the Jigsaw Reading activity.
- Tell participants we will use this activity to help them learn about the characteristics of five specific age groups.
- Demonstrate how a jigsaw puzzle works by showing the image of a four-piece puzzle being put together.
- Explain that Jigsaw Reading activities promote cooperative learning by giving students the opportunity to actively help each other understand information.
- Direct participants to the “Pre-primary” Jigsaw Reading handout.
- 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 into smaller sub-groups.
3. Read, discuss, and clarify meaning for 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 meaning for them.
- Model a Numbered Heads Together group to read, discuss, and clarify meaning for the Pre-primary stage.
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- PPT 54–58
- “Pre-primary” page of the Jigsaw Reading handout
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Note: those who took TCCP did this jigsaw activity in the Adolescent Learners course. This version 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.
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Activity: Jigsaw Reading
Trainer(s): _________
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20”
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- 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).
- Have participants divide into their Numbered Heads Together groups. Divide each group into subgroups as necessary to make groups of a manageable size.
- Remind participants they will become the “experts” for their assigned age group. This will make each of them an important piece in the puzzle. In their groups, they will read, discuss, and clarify meaning for the physical, cognitive, and social-emotional characteristics of their assigned group for 15 minutes.
- Monitor and assist with the activity.
- After 15 minutes, tell participants to return to their table groups.
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- PPT 59–73 NOTE: PPT 58–72 are only for reference as/if needed
- Jigsaw Reading handout
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Principle 1 – Best Practice 2: Teachers plan lessons to collect and use information about students.
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5”
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- Introduce Best Practice 2: Teachers plan lessons to collect and use information about students.
- 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).
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11:00-11:40
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Lesson 3 Principle 2
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Principle 2: Create Conditions for Language Learning
Trainer(s): _________
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5”
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- Introduce Principle 2: Create conditions for language learning.
- Discuss how teachers teach best when they create a classroom culture where students feel safe, challenged, and motivated.
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Activity: Personal Inventory
Trainer(s): _________
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20”
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- Direct participants to the Personal Inventory handout.
- Tell participants that the purpose of this activity is to give them some time for self-reflection before we move on with Principle 2.
- Discuss the directions for the activity.
1. Read each statement.
2. Rate yourself with the following criteria:
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- A – always or almost always
- S – sometimes
- N – never or almost never
3. Put a star (★) next to the three statements you most want to improve on.
- 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. Actually, 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 definitely want to improve on that.
- Tell participants they can work with their table group to clarify meaning, but it is not necessary to share their responses with one another.
- Monitor and assist with the activity.
- Ask participants to keep the Personal Inventory out and available for quick reference as we explore Principle 2.
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- PPT 89–90
- Personal Inventory handout
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Principle 2 – Best Practice 1: Teachers create a positive and organized classroom where students feel happy and comfortable.
Trainer(s): _________
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12”
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- 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?
- Have participants share out as time allows.
- Have participants look back at Questions 1–10 on their Personal Inventory to see how their responses correspond with examples of Best Practice 1.
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- PPT 94–96
- Personal Inventory handout
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Principle 2 – Best Practice 2: Teachers demonstrate that they have high expectations of all students.
Trainer(s): _________
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13”
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- Introduce Best Practice 2: Teachers demonstrate that they have high expectations of all students.
- Ask participants to use Think-Pair-Share to respond to the question prompt for 3 minutes.
- Have participants share out as time allows.
- Have participants look back at Questions 11–15 on their Personal Inventory to see how their responses correspond with examples of Best Practice 2.
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- PPT 97–99
- Personal Inventory handout
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Principle 2 – Best Practice 3: Teachers plan lessons that motivate students.
Trainer(s): _________
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10”
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- Introduce Best Practice 3: Teachers plan lessons that motivate students.
- Have participants share out as time allows.
- Have participants look back at Questions 16–20 on their Personal Inventory to see how their responses correspond with examples of Best Practice 3.
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- PPT 100–102
- Personal Inventory handout
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12:10-13:10
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Lesson 4 Principal 3
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Principle 3: Design High-Quality Language Lessons
Trainer(s): _________
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5”
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- Introduce Principle 3: Design high-quality lessons plans.
- Discuss how teachers teach best when they design high-quality language lessons.
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Principle 3 – Best Practice 1: Teachers prepare lessons with clear language objectives and share the objectives with their students.
Trainer(s): _________
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20”
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- Introduce Best Practice 1: Teachers prepare lessons with clear language objectives and share the objectives with their students.
- 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 a 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 Samakand.
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 in order to DO the function (weather vocabulary, comparatives, present simple).
- 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!
- 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
- 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
- Discuss the importance of finding ways to encourage students to participate.
* enthusiasm
* games
* rewards
- Have participants Think-Pair-Share about more specific kinds of motivation they can give under the categories of enthusiasm, games, and rewards.
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Principle 3 – Best Practice 2: Teachers use oral and written English that students can understand.
Trainer(s): _________
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25”
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- Introduce Best Practice 2: Teachers use oral and written English that students can understand.
- 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.)
- Ask participants to share other ideas.
- 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 face expressions.
* Stress important words
* Write key words when speaking.
- Ask participants to share other ideas.
- 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.
- Ask participants to share other ideas.
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Principle 3 – Best Practice 3: Teachers have active classrooms where students can actively practice English with interesting topics.
Trainer(s): _________
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15”
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- Introduce Best Practice 3: Teachers have active classrooms where students can actively practice English with interesting topics.
- 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.).
- Ask participants to share other ideas.
- 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).
- Ask participants to share other ideas.
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Wrap-up
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5”
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- Review Ps 1-3: retell partner about Ps 1-3 Participants will use 3-2-1 technique:3-things they learnt;2 things they found interesting and 1 question they still have.
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- PPT 129-130
- 6Ps Resource GO
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