Workshop Training Plan
Workshop Title: Module 1: Building Routines
Workshop Description: In this module, This interactive workshop will help the teachers to:
- describe the importance of building routines in English;
- practice using different routines in daily classes;
- demonstrate using anxiety-free routines in English classes.
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Activity
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Time
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Instructions
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Materials
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Gain attention
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Activities:
Group and chant
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10”
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Entrance tickets (Homework check)
Energizing chant ( I feel so good)
Grouping get into groups about your favorite food.
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None
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Inform learners of objectives
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Activity:
Write On board or show in powerpoint
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5”
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Introduce objectives on the board. By the end of the workshop participants will be able to
- describe the importance of building routines in English;
- practice using different routines in daily classes;
- demonstrate using anxiety-free routines in English classes.
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None
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Stimulate recall of prior learning
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Activity:
TPS
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5”
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Think Pair Share:
What is your favorite classroom routine that you regularly use when teaching?
What part of the class do you use this routine - in the beginning, when transitioning, or at the end of a lesson?
Why is it your favorite?
What do you do to involve your students in the daily routines in your classroom?
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None
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Present the content
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Activity:
Videosand foldable
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20”
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- Teachers make a foldable with 5 sections. Greeting/Roll Call/WarmUp/Do Now/Wrap Up
- As teachers watch videos have them fill in the sections to their foldables.
- At the end have participants get in small groups to share what they wrote and add anything they learn from others.
Video 1. Start up language routines
https://youtu.be/XauhiNLr6L0
Video 2 . Do know&Wrap up.
https://youtu.be/fHhpdqLOedY
- Optional: Find someone who…. Teachers walk around the classroom and identify who uses above mentioned classroom routines and who are going to apply and how.
-What kind of DO NOW and WRAP-UP expressions do you use in your classroom?
-Which ones are you going to apply to your context?
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Videos
Paper to make foldable
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5. Guide learning
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Jigsaw
Read
Expert Groups
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30”
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- Divide into 4 “expert/home” groups each group gets a reading.
- After reading discuss what are your top 3-4 take a ways.
- Number of people in groups a-b-c-d-e…(depends on number each group).
- Regroup participants so that a’s are all together b’s together. Each new group NEEDS to have a person from each expert group.
- In new groups share your top take a ways
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Jigsaw reading articles
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6. Elicit performance (practice)
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Poster Infographic
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30”
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- Participants into group (some class) or on their own create a poster that showcases classroom routines that they would like to use regularly in their current teaching context.
- They need to briefly describe who their learners are, when would you use this instructional routine, and why they believe it would be effective. They should address how they will encourage, reinforce and what consequences there are.
- Groups or teachers hang posters around room.
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7. Provide feedback
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Post it note Feedback
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15
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- Hand out post it notes
- Participants look at posters and write FORMATIVE FEEDBACK.
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8. Assess performance
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Mingle
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Participants will do “Daily mingling” on 3 important questions about theme.
- Which of the suggested routines do you think can be adaptable to your teaching context? Why and why not?
- How did the other teacher use routines and what made this routine effective?
- How do you plan to apply them into your daily instructional routine?
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9. Enhance retention and transfer
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Take it to School
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?
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Teachers should implement at least one new routine. They should video a short example of it in class and post in telegram group.
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Workshop Training Plan
Workshop Title: Module 2: Giving Clear Instructions
Workshop Description: Are your activities always clear for your learners? Do they do the tasks well as you expected? This workshop presents useful tips in order to give short and clear instructions according to the level of learners. It is the fact that instructions play the most important role to get students to do tasks as well as teachers expect. In this workshop one can see different strategies with examples.
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Activity
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Time
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Instructions
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Materials
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Gain attention
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Activities:
Group and chant
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10”
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Energizing chant ( I feel so good)
Play Walk and Stop with participants (https://youtu.be/oTpXlpxFoBI)
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None
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Inform learners of objectives
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Activity:
Write On board or show in power point
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5”
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Introduce objectives on the board. 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 your lessons,
- reflect on how to prepare a teacher talk
share a sample teacher talk using an activity..
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None
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Stimulate recall of prior learning
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Activity:
Snowball
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20”
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1. In small pairs think of the activity you did at first (Stop and Walk) and write down the instructions.
2. Pair pairs up so now groups of four. Compare instructions and make necessary changes so you have one set of instructions.
3. Pair groups of to make groups of 8. Compare instructions and again edit to make one set of instructions.
4. As whole class what was difficult or easy about this task.
5. Have them look at their instructions ask them are they describing the activity or are they giving instructions. What is the difference.
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None
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Present the content
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Activity:
Videos GO +/-
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30”
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1. Ask is this teacher giving good instructions?
2. Watch video https://youtu.be/DJsn7v-Qjak
3. In small discuss some of the things did wrong. Write these in the – column on your graphic organizer.
4. Watch 2 more videos about giving instructions add to the GO you started. https://youtu.be/F4RfqykJ6r8 and
https://youtu.be/1sNEHr5uczE
5. As class go over important points in giving directions:
Make Sure They mention:
a. Giving one instruction at a time
b. Grading language for the level
c. Giving instructions before handouts
d. Cutting out incidental chit-chat
e. Making wording clear and concise
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Videos
GO +/-
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5. Guide learning
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Ordering Instructions
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30”
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- Place instructions around room
- Individually, in pairs or small groups have participants go around the room and put the instructions in order.
- When finished find another group and check answers. If don’t match go back and check.
- Discuss what or what doesn’t make these successful instructions.
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Gallery Walk Signs
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6. Elicit performance (practice)
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Micro-teach
Part 1
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45”
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1. Divide into groups of three or pairs depending on size of class.
2. Each group can choose an activity from textbook or from this website https://www.gooverseas.com/blog/10-best-games-esl-teachers
3. They must write a script for giving instructions for their activity.
4. Inform them they will also teach the activity but they will teach it separately. ( 10 min to teach)
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7. Provide feedback
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Micro-teach
Part 2
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90 min
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You might want to wait on this micro teaching and do it after Module 3 is complete so teachers can add ICQ and CCQs. And do Micro teaching as step 7 module 3
1. Regroup everyone so if you had 3 people in groups part one you will now have 3 larger groups with one person from each group in the new groups. ( if paired in part 1 then you will have two groups)
2. Participants will teach (give instructions and start activity)
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8. Assess performance
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Feedback
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15
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PQP
Either after each MT give 5 min feedback or at the end.
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9. Enhance retention and transfer
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Take it to School
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?
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Teachers should practice giving effective instructions. They should video a short example of it their class and post in telegram group.
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