Summarizing web-inar

Summarizing WebinarsShaping our way to teach

BYTHE END OF THIS SEMINAR, YOU WILL BE ABLE TO:
i.Define and distinguish between ice breakers and warm ups
ii.List the reasons for using ice breakers and warm ups
iii.Identify best practices, including when and how to use activities with teens
iv.Create a list of some examples PBL

According to brain-based learning theory, we learn better when we are relaxed
The human brain functions more effectively and at a higher level when stress is reduced

Theory 1: Activity is learning
Theory 2: Learning involves the whole body/mind
Theory 3: Learning is shared

Ice breakers are a way for learners to get to know each other

ICEBREAKERS
Must
Enable students to get to know each other
Allow for plenty of communication
Should
Be easy activities with
few rules
Be fun!
Can
Be loud or quiet activities
Use speaking, listening, reading and/or writing
Be separate from lesson
Involve mother tongue

Examples
Question swamp
Find someone who…
Picture me
Line up
Ball toss

WARM UPS
•Set the tone for the lesson
•Focus learners on the class
•Activate learners’ schema
•Introduce topic for the day
•Provide structure to lesson
•Create autonomy

WARM UPS
Must be
In English
Should be
Kept under 10 minutes
Easy activities with few rules
Connected to the lesson
Communicative
Can be
Loud or quiet activities
Speaking and listening or reading and writing

WHEN DO WARM UPS?
At the beginning of any class
To give the students a break
Before starting a new topic or grammar point
To wake up sleepy students

Examples
Circulating story
Listening for a song
Reading for a story
Sentence completion
Who am I?
Simon says
What do these objects have in common?

12-14 years
•Natural egoism
•Emotional and melodramatic
•Extreme physical changes
•Sensitive to appearance
•Want to belong to the “pack”
•Influenced by peers and fads
•Wavering between independence and need for security
•Think they have “figured things out”
•Strive to create a “system” to analyze what they see
•Test hypotheses and think critically about abstract ideas and concepts
•Strong opinions
•See things in black and white

14-17 years
•Physically mature
•Able to work independently
•Good planners and can manage group work without much supervision
•Less reliant on the group for support
•More focus on individual relationships
•Stronger sense of place in society
•Aware of the opposite sex and begin to mix groups (girls and boys)
•Understand there is not only one answer to every question and not everything is black and white

APPROACH TO TEACHING TEENS
Engage teens by creating language awareness activities which foster an understanding of, and an interest in, how language function.
Encourage students to become precise critical thinkers and to link their language study to other areas of their education.
Promote group work and collaborative learning through class projects.
(LEWIS, 2007)

12 things to keep in mind
Bring (pop) music into the classroom
2.Find cool, up-to-date topics
3.Use group work
4.Use role-play activities
5.Encourage learner autonomy
6.Find ways to bring in students’ outside interests
7.Liven up your class with variety and humor
8.Give students a chance to move around
9.Use effective classroom management
10.Use of mother tongue strategically
11.Use games and competition
12.Use project work

PUTTING THE LEARNER AT THE CENTER (LEWIS, 2007)
Take an interest in your students’ lives:“Teenagers, especially younger ones, are the center of their own attention. Ask questions about the student. How do they feel? What do they think?”
Encourage students to be honest and candid:“Afford opportunities for students to express their opinions.”
Make students responsible for their actions:“Teenagers strive to be independent. They want more responsibility. Grant this and all the rights and obligations it implies, but hold students accountable for both their work and their behavior.”
Get students involved in setting class goals:“Negotiate the syllabus with your students. Allow students to make suggestions about how to conduct activities… Give students choices.”

Examples of activities
The director’s cut
Sample Dialogue
Real life communication
Personal stories
Non-verbal storytelling
Digital stories
Teacher for a day
Project based instruction

BENEFITS OF PBL
Enabling students to make and see connections between disciplines
Providing opportunities to contribute to their school or community
Increasing self-esteem. (Jobs for the Future, n.d.)
Allowing children to use their individual learning strengths and diverse approaches to learning(Thomas, 1998)
Providing a practical, real-world way to learn to use technology (Kadel, 1999; Moursund, Bielefeldt, & Underwood, 1997).

Develops 21st-Century Skills
Collaboration
Problem solving
Negotiating
Critical thinking
Digital literacy
Global awareness
Adaptability/self-direction

Sources of Feedback
1.Teacher: teacher gives summative and formative feedback.
2.Peer: students give each other feedback about content and form.
3. Self: students reflect on what they did, what went well and what they might change

Thank you for your attention

Summarizing web-inar

by ETRC on Jun 17, 2011

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