Workshop Title (Topic)

Objectives

Learning/Training Activities

Assessment

Workshop 1.

Orientation.

Building Routines in English

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

• describe the purpose and process of good instructional routines using English to maintain a well-managed and communicative learning environment.

• apply some of the new classroom routine expressions in the classroom

• share some of the effective instructional routines you want to use in your current classroom to increase the use of English

 Video 1. "Start Up" Language Routines

https://sites.google.com/view/mason-tete/module-1-building-routines-in-english#h.swnvnfoydcjs

Video 2. Do Now & Wrap-Up

https://sites.google.com/view/mason-tete/module-1-building-routines-in-english#h.qspzgxggqc07

Video 3. Daily mingle.

https://sites.google.com/view/mason-tete/module-1-building-routines-in-english#h.m2hgvxd73l56

Article 1:Routines for Everyday Language

Article 2:Involving Students in Classroom Routines

Additional resources

ESL Classroom Routines | TESOL Blogby Elena Shvidko

Source: Shvidko, E. (2014, November 28). ESL Classroom Routines. TESOL Blog.http://blog.tesol.org/esl-classroom-routines/

Classroom Mingle

Source: The Teacher Toolkit. (n.d.). Classroom mingle.http://www.theteachertoolkit.com/index.php/tool/classroom-mingle

 Exit ticket

“3-2-1”

Workshop 2.

Giving Clear Instructions

 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 and share a sample teacher talk using an activity

 Video 1. Giving Clear Instructions for Forming Groups

https://sites.google.com/view/mason-tete/module-2-giving-clear-instructions#h.d9s5x4joqznj

Video 2. Teacher Talk for Managing Activities

https://sites.google.com/view/mason-tete/module-2-giving-clear-instructions#h.jlrkb18alur1

Article 1: Common Mistakes in Teacher Talk by Hyunsun Chung and Woomee Kim

Article 2: Giving Effective Instructions: Using Think Aloudby Hyunsun Chung and Woomee Kim

Article 3:The Movable Class: How to Class-Manage for More Active and Healthful Lessons by Kevin McCaughey

 Exit ticket 3-2-1

Workshop 3.

Effective Question and Answer

By the end of the Workshop, you will be able to:

• understand how different types of questions are used in teacher talk
• form beginner friendly questions
• scaffold students’ response in more comfortable and effective ways
• practice basic question forms and answers with students

Video 1. Asking Questions during Listening Tasks

https://sites.google.com/view/mason-tete/module-3-effective-question-and-answer#h.xhsko7oae1ve

Video 2. Practicing Wh-Questions Using Information Gap Activities

https://sites.google.com/view/mason-tete/module-3-effective-question-and-answer#h.s6ayk2r86493

Article 1:Questions and Responses

Article 2: Display Questions vs. Referential Questionsby Hyunsun Chung

PQP

Praise Question Polish

Workshop 4.

Checking Comprehension and Providing Feedback.

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.

Video 1. Whole Class Formative Feedback

https://sites.google.com/view/mason-tete/module-4-checking-comprehension-and-providing-feedback#h.vr71igbf5es7

Video 2.  Feedback Strategies Beyond Error Correction

https://sites.google.com/view/mason-tete/module-4-checking-comprehension-and-providing-feedback#h.4beu3y4uibhw

Video 3. Anxiety-Free Corrective Feedback

https://sites.google.com/view/mason-tete/module-4-checking-comprehension-and-providing-feedback#h.vgqaj0amj4px

Article 1:Progress Check

Article 2:The Importance of Feedback by Sandy Millin

Exit ticket True/False questions

Workshop 5.

Increasing classroom interaction.

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

• describe the importance of student-to-student interaction in a language classroom
• examine and use a variety of effective activities that promote meaningful interaction in a classroom
• share different communicative activities that are effective for English learners

Video 1: Increasing Student-to-Student Interaction

https://sites.google.com/view/mason-tete/module-5-increasing-classroom-interaction#h.w531v2c0llna

Video 2: Find Someone Who Bingo

https://sites.google.com/view/mason-tete/module-5-increasing-classroom-interaction#h.iekooxd41o1l

Article 1:Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learningby Judith A. Rance - Roney

Article 2:Incorporating Opportunities for Interaction and Sharing

Peer assessment

Workshop 6.

PTRA-Plan, Teach, Reflect, Adjust

By the end of the module, you 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

Video 1: Writing Good Objectives

https://sites.google.com/view/mason-tete/module-6-ptra-plan-teach-reflect-adjust#h.votnkjdaelte

Video 2: Sequencing Activities

https://sites.google.com/view/mason-tete/module-6-ptra-plan-teach-reflect-adjust#h.vav5iq460ek1

Video 3: Activating Your Reflective Teaching

https://sites.google.com/view/mason-tete/module-6-ptra-plan-teach-reflect-adjust#h.h0sez7121s56

Article 1:Developing Dynamic Units for EFL by Joan Kang Shin

Article 2: PTRA: Plan, Teach, Reflect, Adjustby Woomee Kim

Writing reflection on peer’s lesson plan

Workshop 7.

Extending textbook activities.

By the end of the module, you 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, ancillary materials, and other relevant sources to develop an effective communicative lesson/activities appropriate for your learning environment

Video 1. Adapting Textbook Activities

https://sites.google.com/view/mason-tete/module-7-extending-textbook-activities#h.b1xdxz4l0tom

Video 2. Tips for Adapting Teaching Materials

https://sites.google.com/view/mason-tete/module-7-extending-textbook-activities#h.jfa21hyqbrni

Article 1: Adapting Textbook Activities for Communicative Teaching and Cooperative Learning  by Anson Yang and Chan-piu Cheung

Article 2:Considerations for Adapting Materials to Meet Learner Needs

Adapting  the activity into task making it more communicative

Workshop 8.

Creating and Facilitating Visually Stimulating Tasks

By the end of this Workshop, paeticipants will be able to:

• understand the importance and positive effects of making learning visually stimulating for language learners
• identify visual tools that work best for your instructional context
• examine how visually stimulating tasks can lead learners through the critical thinking process
• discuss how a creating a visually stimulating task can be used to enhance a language activity (e.g., infographics, images, movie/video clips)
• create or reconstruct a language task to become a visually stimulating task

Video 1. Visual Tools for Language Learning

https://sites.google.com/view/mason-tete/module-8-creating-and-facilitating-visually-stimulating-tasks#h.neu5lpwc3j0

Video 2. Strategies for Making Learning Visually Stimulating

https://sites.google.com/view/mason-tete/module-8-creating-and-facilitating-visually-stimulating-tasks#h.udyuqrhtrlvo

Video 3. KWLQ Chart

https://sites.google.com/view/mason-tete/module-8-creating-and-facilitating-visually-stimulating-tasks#h.k5a982t2rrij

Article 1:Collaborative Mind Mappingby Melissa Mendelson

Article 2: How Many Words Is a Picture Worth? Integrating Visual Literacy in Language Learning with Photographs by Lottie Baker

Plus-Minus-Aha Exit ticket

Workshop 9.

Facilitating discussions and debates

By the end of this module, you will be able to:

• describe the benefits of communicative language teaching through discussions and debates and how to use them in the EFL classroom
• explore various cooperative learning and interactive language tasks and strategies that build language proficiency and a classroom discourse community
• develop higher order thinking questions that encourage critical thinking in the classroom
• design ways you plan to integrate and manage learning activities that support a communicative approach for language learning in your classroom

Video 1: Discussion Activities

https://sites.google.com/view/mason-tete/module-9-facilitating-discussions-and-debates#h.4dg8ph8jectx

Video 2: Debates in the Language Classroom

https://sites.google.com/view/mason-tete/module-9-facilitating-discussions-and-debates#h.8rgvedbu5ew

Video 3: Higher Order Thinking Questions

https://sites.google.com/view/mason-tete/module-9-facilitating-discussions-and-debates#h.ka4ucvderqio

Article 1:Navigating Discussions and Debates in the EFL Classroom by Kelley Webb

Article 2:Critiquing Questionsby Lynn W. Zimmerman

Article 3:Bring it On: How to Get Students Fired Up about English with ESL Debates by Vicky Papadopoulou

This blog post shares practical information about using debates in the English language classroom.

Write debate topic and scaffold with question and poits.

Workshop 10.

Managing Cooperative Activities.

By the end of this Workshop, participants will be able to:

• describe the purpose and benefits of project work and cooperative activities in the language classroom
• explore various ways to develop and present project work and cooperative activities to and for all students
• exchange ideas for project work and cooperative activities that work well for all learners
• develop project ideas and cooperative activities that can be modified for multiple units of study using checklists, rubrics, collaborative work guidelines/expectations
• reflect on ways to adapt and differentiate project work and cooperative activities for all learners

Video 1: Grouping Students for Activities and Establishing Guidelines for Participation

https://sites.google.com/view/mason-tete/module-10-managing-cooperative-activities#h.pfkf9zutp6nu

Video 2: Strategies for Successfully Managing Projects and Activities

https://sites.google.com/view/mason-tete/module-10-managing-cooperative-activities#h.map7hdf06fwr

Article 1:Thinking Through Collaborative Projects in the Language Classroom  by Kelley Webb

Article 2:Toward better group work: Seeing the difference between cooperation and collaborationby Olga Kozar

Article 3:Minimizing the chaos through cooperative classroom managementby Gena Rhoades

Make a project work

on free topic

Workshop 11.

TESOL Principles

Principle 1: Know your Learners

Principle 2: Create Conditions for language learning

Principle 3: Design high-quality language lessons

1. Teachers learn basic information about their students’ families, languages, cultures, and educational backgrounds to engage them in class and prepare and deliver lessons more effectively.
2. Teachers create a classroom culture so students feel comfortable. They make decisions regarding the physical environment, the materials, and the social integration of students to promote language learning.
3. Teachers plan meaningful lessons that promote language learning and help students develop learning strategies and critical thinking skills. These lessons evolve from the learning objectives.

1. Story of my name in concentric circles.
2. 4 corners
3. Grouping(elbow partners, high five partners, fist to bump partners, teams)/Categorizing

Exit ticket

“Gots and Needs”

Gallery Walk

Observation

Reflection

Workshop 12.

TESOL Principles 4. Adapt lesson delivery as needed

Principle 5. Monitor and Assess student language development

Principle 6. Engage and collaborate within a community of practice

1. P4: Teachers continually assess as they teach—observing and reflecting on learners’ responses to determine whether the students are reaching the learning objectives. If students struggle or are not challenged enough, teachers consider the possible reasons and adjust their lessons.
2. P5: Language learners learn at different rates, so teachers regularly monitor and assess their language development in order to advance their learning efficiently. Teachers also gather data to measure student language growth.
3. P6: Teachers collaborate with others in the profession to provide the best support for their learners with respect to programming, instruction, and advocacy. They also continue their own professional learning.

Principle 4: Poster Presentation

Principle 5: Activity Presentation (demo)

PQP - Praise Question Polish

AQA - Apply, Question Adapt

Principle 6: Round Robin 

Thumbs Up/Thumbs Down

Response Boards

3-2-1 for Self-Assessment, and

Technology options (websites and apps) using handheld devices or tablets.