Pdp sai presentation for all workshops


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Pdp sai presentation for all workshops

  1. 1. PROFESSIONAL DEVELOPMENT PROGRAM FOR NEW ENGLISH LANGUAGE TEACHERS AT ILEX WORKSHOP # 1 Universidad Tecnológica de Pereira Instituto de Lenguas Extranjeras, ILEX Frank Giraldo
  2. 2. WHO AM I?
  3. 3. A LANGUAGE LEARNING EXPERIENCE Hei! Puhutko suomea? Minä puhun suomea. Minä en puhu englanti.
  4. 4. KIELET
  5. 5. KATSO VIDEO!
  6. 6. ILEX ESSENTIALS What do you know about the Instituto de Lenguas Extranjeras?
  7. 7. TASK  Task: In pairs, read one of the sections below (as instructed by the Program Tutor) and label each item like this: a) for teachers, b) for learners c) for both.
  8. 8. Any questions on these matters?
  9. 9. THE ILEX SYLLABUS AND TEXTBOOKS  Browse the documents over and list down two things you learn from them for teaching purposes:  What did you learn from these two documents that positively impacts your teaching?
  10. 10. CLASS OBSERVATION  Watch  What the video and answer: did the teacher do well?  What would you do differently?  Was the lesson successful? Why (not)?
  11. 11. TEACHING PRINCIPLES IN ELT. What are principles? How can they help teachers?
  12. 12. TEACHING PRINCIPLES IN ELT What they are: Ideas for effective practice in ELT. Research and practice to find out what works best in ELT. They are rather general ideas but can be specific too.
  13. 13.  General: Teachers should explicitly teach strategies for listening comprehension.  Specific: Teachers should always activate background knowledge when implementing listening activities.  In short, things we should do as teachers to make learning happen.
  14. 14. TEACHING PRINCIPLES IN ELT What they imply: A guide for thinking about, guiding, and evaluating one’s teaching.  A set of core ideas in the profession of ELT.  A plus for teachers: Having one’s principles clear helps to consolidate a reliable approach to teaching English.
  15. 15. TASK Evaluate the teaching principles in the light of your practice and based on these prompts: a) b) c) I implement this principle consistently in my practice. I’ve implemented this principle a few times. I’ve never implemented this principle but I will!
  16. 16. REFLECTION What did I learn for my teaching?
  17. 17. EXTRA-CLASS WORK Come up with two principles for each one of the following skills: listening, speaking, reading, writing, pronunciation, grammar and vocabulary.
  18. 18. PROFESSIONAL DEVELOPMENT PROGRAM FOR NEW ENGLISH LANGUAGE TEACHERS AT ILEX WORKSHOP # 2 Universidad Tecnológica de Pereira Instituto de Lenguas Extranjeras, ILEX Frank Giraldo
  19. 19. WHAT DO YOU KNOW ABOUT IT? What is acne? Why do people get it? Men? Women? Which famous US celebrities have suffered from it? How is it caused? Ideas to treat acne
  20. 20. SHARING PRINCIPLES FOR ELT Task: Look at the textbook the Tutor gave you and identify which activities there align with the teaching principles you have come up with; one activity per skill.
  21. 21. What has the textbook taught you?
  22. 22. The ILEX Syllabus for ELT
  23. 23. WHY A SYLLABUS? To guide teaching. To guide learning. To organize language education based on international standards. To make sure learning happens. To provide a point to start and end.
  24. 24. STRUCTURE FOR ALL SYLLABUSES  Main goals from the CEF.  Specific objectives (or competences) - Listening comprehension - Pronunciation - Oral production - Reading comprehension - Written production - Use of English (G and V) - Language functions
  25. 25. STRUCTURE FOR ALL SYLLABUSES  Contents and resources  Methodology  Principles of teaching and learning  Explanation for course evaluation  Bibliography  Self-evaluation instrument for students
  26. 26. TASK Read the syllabus you were given (competences) and identify language teaching principles implicit in them. Focus on Use of English
  27. 27. CLASS OBSERVATION Watch the video and write down principles that are implicit in the lesson.
  28. 28. REFLECTION Are the principles you identified in the video aligned with the ones you brought for today in this specific language skill?
  29. 29. FINAL REFLECTION What did you learn today that will positively impact your teaching?
  30. 30. EXTRA-CLASS WORK Read the section of the Program Handbook with the principles for English Language Teaching at ILEX (page 14).
  31. 31. PROFESSIONAL DEVELOPMENT PROGRAM FOR NEW ENGLISH LANGUAGE TEACHERS AT ILEX WORKSHOP # 3 Universidad Tecnológica de Pereira Instituto de Lenguas Extranjeras, ILEX Frank Giraldo
  32. 32. TASK: LOOK AT THE LP Does this lesson plan have similarities with the ones you design? What is new for you? Is there something you consider is missing in the lesson plan? What?
  33. 33. EXPLORATION The ILEX Syllabus for ELT
  34. 34. TASK a. Are the objectives (competences) clear? b. Can the competences be achieved in one course? c. Are the objectives general enough so that teachers can design their own classroom and testing tasks? NOTE: Objectives should not be prescriptive because teachers' autonomy and decisionmaking should be respected.
  35. 35. TESTING THE ENGLISH LANGUAGE AT ILEX Stop and Check 60%: 3 tasks in 5 skills: L, S, R, W, and UoE  40%: A 100-item test with all 5 skills.  Validity: How you test is COMPLETELY articulated with: - the ILEX course syllabus - what you taught - classroom activities International Testing Systems
  36. 36. Outline for a Lesson Plan
  37. 37. REFLECTION What Why? did you learn today?
  38. 38. EXTRA-CLASS WORK Finish the draft for your lesson plan (write it) and bring it tomorrow. Use the lesson plan on The Human Brain as a guide.
  39. 39. PROFESSIONAL DEVELOPMENT PROGRAM FOR NEW ENGLISH LANGUAGE TEACHERS AT ILEX WORKSHOP # 4 Universidad Tecnológica de Pereira Instituto de Lenguas Extranjeras, ILEX Frank Giraldo
  40. 40. Cooking a contemporary English language lesson
  41. 41. Lesson Plan
  42. 42. THE INGREDIENTS: - 1 spoonful of competences from an ILEX syllabus - 1, 2 or 3 “fresh and clean” learning aims. - 3 items of communicative competence: 1 linguistic, 1 pragmatic, and 1 sociolinguistic - 3 cups of current methodologies for language teaching: Communicative Language Teaching, Task-Based Language Teaching, Content-Based Instruction. - English language teaching principles as required / desired
  43. 43. COMPETENCES  Derived from CEF.  The objectives for each course and its lessons.  Aligned with communicative competence  Are not prescriptive and respect teacher autonomy.
  44. 44. LEARNING AIMS  What students will achieve during one lesson. During the lesson, students will learn how to express their plans dreams using would like to and going to. During the lesson, students will learn about and implement the following strategies for writing: brainstorming and outlining. During the lesson, students will learn about the Higgs boson and write a short summary about it.
  45. 45. COMMUNICATIVE COMPETENCE  The ultimate goal in language learning. Linguistic: spelling, grammar, pronunciation, syntax, vocabulary (semantics)  Pragmatic: Functions and discourse  Function: Expressing natural facts and describing natural phenomena. Discourse: Understanding the structure of a descriptive technical text. Writing a descriptive text about natural phenomena and using technical vocabulary.
  46. 46. COMMUNICATIVE COMPETENCE Sociolinguistic Dialects, accents, folkloric expressions, slang, etc.  Very related to culture of the target language. Culture: History, literature, everyday habits, etc. Creating interesting lessons around cultural information of English speaking countries?
  47. 47. CURRENT METHODOLOGIES FOR ELT Content-Based Instruction Communicative Language Teaching Task-Based Instruction
  48. 48. EXAMPLES  CLT: What’s your whatsapp number?  TBI Add your classmates to your whatsapp and send a broadcast to go for a cup of coffee.  CBI Learning about details to use whatsapp.
  49. 49. Principles for English Language Teaching
  50. 50. EXTRA-CLASS WORK Bring everything ready for tomorrow’s / Monday’s lesson.
  51. 51. ACADEMIC REPORTS AT ILEX One or two Technical Formal On learning On teaching Based on the syllabus
  52. 52. The students were motivated in class and participated a lot. They had fun in class because the activities were motivating. They completed 2 units in the book. They watched videos and performed role-plays.
  53. 53. Lessons have been based entirely on the syllabus, specifically these skills and competences: Reading: Read authentic materials… Students have performed tasks which require them to demonstrate comprehension to develop such competences. To make this happen, activities have focused on meaning and comprehension through tasks like summaries and mind maps. Attached is some evidence of students’ work on reading.