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Shaping the Way We Teach English at the Lebanese University
 

Shaping the Way We Teach English at the Lebanese University

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A Training Workshop given to Lebanese University undergraduates based on the Shaping We Teach English material during the months of November-December, 2010

A Training Workshop given to Lebanese University undergraduates based on the Shaping We Teach English material during the months of November-December, 2010

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  • Premise: effective professional development, according to experts, relies not only on reading materials but also on observing experienced teachers in the classrooms; view primary, secondary, and post-secondary classes in Costa Rica, Egypt, Thailand, & USA
  • Viewers use a constructivist approach as they adapt materials to their own context – meant for trainers
  • After this task, participants will be divided into 6 groups of 6-7 members each.
  • Metacognition: the knowledge and awareness of one’s own language learning process
  • Teachers need to identify things from learners' lives to build a meaningful context for any new concept because then learners can’t rely on background knowledge.
  • Multimedia
  • Divide the group working on “Managing Large Classes” into 2.
  • Remember: You are invited to select the teaching ideas that could be adapted to your local setting!
  • A WebQuest is defined, by Bernie Dodge at San Diego State University, as "an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet."
  • Divide the group working on “Managing Large Classes” into 2.
  • Note on acknowledging sources when posting on the wiki and at all times.
  • How do you know? Relationships between ideas (cause-effect or compare-contrast)Think-aloud / fix-up strategies
  • How do you know? Relationships between ideas (cause-effect or compare-contrast)Think-aloud / fix-up strategiesSchemas are interpretive frames that help individuals make sense of information by relating it to previous experiences (Schank & Abelson, 1977). Providing students with a graphic organizer—a visual aid that displays the chunks of information to be studied—gives them an interpretive frame from which to approach the information. A story map is one example of a graphic organizer (see Figure 1). A story map breaks down the components of a story—characters, setting, and dialogue in a series of events or conflicts leading to a resolution—into chunks of text that can help students organize and comprehend the events of the story.
  • Note on acknowledging sources when posting on the wiki and at all times.
  • Note on acknowledging sources when posting on the wiki and at all times.

Shaping the Way We Teach English at the Lebanese University Shaping the Way We Teach English at the Lebanese University Presentation Transcript

  • Shaping the Way We Teach English
    Welcome to the "Shaping the Way We Teach English" Workshop
    as adapted for the English Language & Literature undergraduates at the
    Lebanese University - Branch II, Fanar
  • Shaping the Way We Teach English
    Modules to be Covered:
    Session 1: Monday, November 15
    Contextualizing the Language
    Building Language Awareness
    Using Authentic Materials
     
    Session 2: Wednesday, November 24
    Integrating Skills
    Pair and Group Work
     
    Session 3: Monday, November 29
    Critical and Creative Thinking
    Learning Strategies
    Session 4: Wednesday, December 1
    Individual Learner Differences
    Session 5: Monday, December 6
    Learner Feedback
     
    Session 6: Wednesday, December 8
    Managing Large Classes
  • Shaping the Way We Teach English
    Outline for Session 1:
    Introduction of the material
    Modules and expectations
    Task in preparation for presentations
    Contextualizing the Language
    A. Introduction
    B. Video
    C. Debriefing
    V. Building Language Awareness
    A. Introduction
    B. Video
    C. Debriefing
    VI. Authentic Materials
    VII. In preparation for session 2
  • Shaping the Way We Teach English
    Shaping the Way we Teach English: Successful Practices Around the World 
    is a Video-based teacher training product for English language educators.
    Authors: Leslie Opp-Beckman & Sarah J. Klinghammer – University of Oregon
    Produced & Distributed by the Office of English Language Programs, US Department of State
    This training product is designed for English as a Foreign Language educators who share the following two goals:
    1. Building an academic or “pedagogical” foundation, and
    2. Improving classroom practices.
  • Shaping the Way We Teach English
    Factors for Success:
    • Your own personal reasons and motivation for using these materials
    • your willingness to experiment with and seriously
    try to use different ideas and techniques in your classroom
    THINK OUTSIDE THE BOX
    to creatively
    “SHAPE THE WAY YOU TEACH ENGLISH”
  • Shaping the Way We Teach English
    What’s the deal?
    • Read at least one article regarding each module before the session (check www.efleducators.wikispaces.com for more details on the workshop or http://oelp.uoregon.edu/shaping.htmlfor more details on the material )
    • Attend regularly
    • Work actively and purposefully during each session to prepare with other group members for a lesson plan – or action plan – where you integrate the strategies and practices you have learned
    • Present your action plans during the last 2 sessions – Dec. 13 & 15
    • Receive your certificate along with the manual & the DVD, courtesy of the US Embassy
  • Shaping the Way We Teach English
    TASK:
    Imagine you and a partner from this course or from your
    school are working together to "shape" the classrooms in
    which you work in order to introduce innovativeprocesses
    and activities to language learning.What are your hopes? What would you like to achieve? What more do you need to know? What modules (topics) from "Shaping the Way We Teach English" seem most likely to offer you ideas or solutions to help bring those dreams alive?Write these hopes, questions, and concerns, on the cardboard of your choice. You could start with:
    I would like… How could I…? When…? Why….? I hope to…Students should…
  • Shaping the Way We Teach English
    Contextualizing the language: learning language in real communicative situations
    Building language awareness: becoming aware of not only the grammar rules and the vocabulary but how the language is constructed in a specific context
    Using authentic materials: real objects used in the target culture for actual communicative purposes
  • Shaping the Way We Teach English
    Integrating Skills: the ability to communicate meaningfully in TL requires the use of language skills together in social interaction
    Group and pair work: what are the benefits? What about assessment? Class management?
    Critical and creative thinking: guiding students to think “analytically” so that they question and evaluate and create new concepts based on previously learned ones
    Learning Strategies: the strategies – cognitive and metacognitive – that learners develop to become independent and more involved in their own learning process
  • Shaping the Way We Teach English
    Individual learner differences: different learning styles; multiple intelligences; different backgrounds; a variety of personality traits; etc.
    Learner feedback: giving efficient feedback to learners and promoting the concept of mistakes as learning opportunities
    Managing large classes: how do large classes affect the quality of learning? What kind of planning is required? What about individual attention and effective feedback?
  • Shaping the Way We Teach English
    Contextualizing the Language
    the meaningful use of language for real communicative purposes to help students understand how language users construct language in a given context
  • Shaping the Way We Teach English
    Contextualizing the Language
    Additional Reasons:
    • Language is constructed through a blend of purpose, situation, and social needs. Classroom learning experiences that incorporate these dimensions are more likely to lead to better learning outcomes.
    • A contextualized approach to instruction also supports the use of integrated skills, and pair and group work.
    • And, it can foster a deeper level of use of the language, especially when the themes and topics are high-interest and motivate students.
  • Shaping the Way We Teach English
  • Shaping the Way We Teach English
    Contextualizing the Language
    SEE or DON’T SEE?
    Checklist: Language in Context
    What classroom practices or items of interest caught your eye as you watched the video?
    Give one or more specific examples, and connect them to changes you would like to try in your own setting. Explain how those changes might benefit you and your students.
  • Shaping the Way We Teach English
    Building Language Awareness
    the need to be aware of the specific language within that context i.e. the awareness, of the particular features of language that add to learning for example:
    • grammar,
    • vocabulary,
    • and pronunciation 
    However, teaching these formal aspects of language through rules, exercises, memorization, and drills does not appear to be entirely effective. Research shows that:
    SELECTIVELY FOCUSING ON ASPECTS OF LANGUAGE USE WITHIN A GIVEN CONTEXT CAN BE EVEN MORE EFFECTIVE.  LANGUAGE AWARENESS IS THE NAME FOR THIS KIND OF FOCUS.
  • Shaping the Way We Teach English
    Building Language Awareness
    Two additional requirements of language awareness are that:
    • The context should reflect language that learners are most likely to use.
    • And, language practice in context should be accompanied by conscious effort and reflection on that practice.
  • Shaping the Way We Teach English
    Building Language Awareness
    Some characteristics of language awareness include….
    • The use of meta-language to talk about language and language forms.
    • Training of learners to become better, more conscious participants in their own learning. They do the work.
    • A balance of inductive and deductive techniques to focus on specific aspects of language.
    • Focus on appropriateness of language used, both situational and cultural.
    • And, the use of comprehensible input, in the form of materials from authentic sources, from the local environment, and from the Internet, for example.
  • Shaping the Way We Teach English
  • Shaping the Way We Teach English
    Using Authentic Materials
    Authentic materials are used by speakers of a language for actual communication.
    Authentic materials are good tools for language teaching and learning because they:
    • Are interesting: chosen based on individual interests
    • Are appropriate for age and level – they are adaptable – could be simplified
    • Use real language.
    • Contain examples of the point of the lesson
    • Help students learn how to get as much information as they can
    • Are available locally – not necessarily purchased or costly
  • Shaping the Way We Teach English
    Authentic Materials
    Printed Text: Magazines
  • Shaping the Way We Teach English
    Authentic Materials
    Printed Text: Tourism Album
  • Shaping the Way We Teach English
    Authentic Materials
    Realia:
    Dolls in real clothes
  • Shaping the Way We Teach English
    Authentic Materials
    Realia:
    Models
  • Shaping the Way We Teach English
    Authentic Materials
    Realia:
    Students bring their own realia.
  • Shaping the Way We Teach English
    Authentic Materials
    Book Cart to create a literacy rich environment
    Or subject corners to expose learners to targeted content
  • Shaping the Way We Teach English
    Authentic Materials
    Images: Posters
  • Shaping the Way We Teach English
    Authentic Materials
    Images: Posters
    • Our Hometowns
    • The Places that We Visited
  • Shaping the Way We Teach English
    Authentic Materials
    Images: Posters – class planning a trip to Washington
  • In preparation for session 2 on:Integrating SkillsPair & Group Work
    • Pick up your set of articles on your way out
    • Concerned groups prepare a brief presentation on your initial plan concerning the implementation of session 1 modules
    Thank you  See you next week!
  • Shaping the Way We Teach English
    Outline for Session 2:
    Sitting in groups & checking out list of names
    www.efleducators.wikispaces.com Readings, PPT, Updates, & Presentations
    What to look for
    Action Plan + Aids / poster
    Update Group Session 1 + briefing
    Integrating Skills
    A. Introduction
    B. Video
    C. Debriefing
    V. Group & Pair Work
    A. Introduction
    B. Video
    C. Debriefing
    VI. Group work
    VII. In preparation for session 3 & 4
  • Shaping the Way We Teach English
    What to look for in preparation for updates and final presentation?
    • Reflection on reading material
    • Reflection on videos and ensuing discussions: differences and/or similarities; what I would like to try in my classroom & why
    • Link to poster’s questions & to action plan
    • Identify a class technique or resource that you would like to try in your own classroom
    • Highlight expected benefit
    • Explain how you would evaluate its success
    Share & receive feedback from your peers!
  • Shaping the Way We Teach English
    Action Plan for Final Presentations
    In this workshop, we are focusing on new teaching techniques
    and resources. Choose one technique or classroom innovation
    that you would like to incorporate into your class, and develop
    an action plan (below) for accomplishing this.
    My class Now vs. My Class in the Future (My Vision)
    The benefits I predict from this change:
    Challenges I expect:
    How I will address those challenges:
    Steps and timeline (schedule) for completing the change:
    How I will assess the degree of success of the change:
  • Shaping the Way We Teach English
    Session 1 Group
    Update on:
    Contextualizing the Language
    Building Language Awareness
    Using Authentic Materials
  • Shaping the Way We Teach English
    Integrating Skills
    The ability to communicate meaningfully &
    effectively in TL requires the use of language skills
    together in social interaction.
    Recall a successful or effectively transmitted message – a movie scene, a talk show, or a real life situation:
    * Use of receptive & productive language skills
    * Non-verbal skills
    * Aids
  • Shaping the Way We Teach English
    Integrating Skills:
    View the Video
    SEE or DON’T SEE?
    Checklist: Language in Context
  • Shaping the Way We Teach English
    Integrating Skills
    Sample Activities:
    Oral / Reading Activity:
    • Poster giving information about a reading/book club
    • A dialogue between the club secretary and a student who wants to join the club.
    Writing Activity:
    Students complete a membership application form for the reading club based on their partners’ information
  • Shaping the Way We Teach English
    Integrating Skills: Project Based Learning (PBL) WEBQUEST
    • A mime
    • a slideshow
    • A discussion
    • Diary entries
    • A comic strip
  • Shaping the Way We Teach English
    Integrating Skills: Project Based Learning (PBL)
    "An Important Warning"
    The crew of the Seahawk will set sail across the Atlantic from Liverpool…..
    You have been chosen to take the journey alongside Charlotte and the Seahawk brazen1 sailors and refined captain. The journey is sure to involve many unpredictable turns, and in order to make it, you have to know more about the setting, show the true character of many on the ship and understand what conflicts they go through and record important lessons for future brave sailors. Buckle up for the journey!
    Godspeed!! Remember the journey is the reward, so give it your best!
  • Shaping the Way We Teach English
    Group and Pair Work:
    What are the benefits? What about assessment? Class management?
  • Shaping the Way We Teach English
    Group and Pair Work: View Video
    SEE or DON’T SEE?
    Checklist: Language in Context
    Video Segment # 1
    • Group formation:
    • Game rules:
    • Interaction (student-student; student-teacher)
    Video Segment # 2
    • Teacher Instructions:
    • Lesson Plan:
    • Student behavior:
    • Evaluation:
  • Shaping the Way We Teach English
    Integrating Skills & Group Work
    What other teaching techniques are involved?
  • Shaping the Way We Teach English
    Important!
    • Task-based learning / Problem-based learning (PBL)
    • Deductive vs. Inductive Reasoning
    • Jigsaw activity
    • Rubric
  • In preparation for session 3 on:Critical and Creative ThinkingLearning Strategies
    as well as all the other sessions:
    • Pick up your set of articles from the Students’ Body on Thursday
    • Concerned group(s) prepare a brief presentation / update on your initial plan concerning the implementation of session 2 modules
    Thank you  See you next week!
  • Shaping the Way We Teach English
    Outline for Session 3:
    Sitting in groups & checking out list of names
    www.efleducators.wikispaces.com Readings, PPT, Updates, & Presentations
    Update Groups Session 2 + briefing
    Material Distribution
    Critical & Creative Thinking
    A. Discussion
    B. Video
    C. Debriefing
    D. Group Work Activity
    VI. Presentations
  • Shaping the Way We Teach English
    Session 2 Group I
    Update on:
    Integrating Skills
    Session 2 Group II
    Update on:
    Pair & Group Work
  • Shaping the Way We Teach English
    Critical & Creative Thinking
    What is the definition of critical thinking? What does it look like in the EFL classroom i.e. how do you know it’s part of the learning experience?
    “The disposition to provide evidence in support of one’s conclusion and to request evidence from others before accepting their conclusion.” (Hudgins & Edelman 1986)
    Low Level Thinking skills (LOTs) and High Level Thinking skills (HOTs)
  • Shaping the Way We Teach English
    Bloom’s Taxonomy
  • Shaping the Way We Teach English
    Critical & Creative Thinking
    Students should be given opportunities to question /
    evaluate knowledge / facts presented especially in
    today’s global society. EXPLAIN.
    How does it affect traditional teachers’ and
    learners’ roles?
    What about assessment?
  • Shaping the Way We Teach English
    In addition to cognitive abilities, what affective areas are involved?
    Critical & Creative Thinking Video
    SEE or DON’T SEE?
    Checklist: Language in Context
  • Shaping the Way We Teach English
    Critical & Creative Thinking
    Group Work Activity:
    • Pick an article of your choice.
    • Detect the theme, the content/objectives that could be taught
    using the material chosen.
    • Devise an activity that could engage your students in critical and creative thinking. Highlight any other teaching technique that your activity makes use of.
  • Thank you  See you on Wednesday!
    Remember:
    The sky is the limit!
  • Shaping the Way We Teach English
    Outline for Session 4:
    Sitting in groups; checking out list of names; reminder about the “deal”
    www.efleducators.wikispaces.com Readings, PPT (action plan), Updates, Presentations, & Photos
    Presentations of Critical Thinking activities: Group Session 3 + briefing
    Learning Strategies & Individual Learner Differences
    A. Discussion
    B. Activity
  • Shaping the Way We Teach English
    Session 3 Group
    Update on:
    Critical & Creative Thinking
  • Shaping the Way We Teach English
    Any other group interested in sharing their activity on
    Critical & Creative Thinking
  • Shaping the Way We Teach English
    Learning Strategies
    Which strategies do you use as learners?
    Which strategies would you encourage your students to use? Why? What’s the purpose?
    Are you ready to model the use of these strategies in class to guide your students?
    • Which strategies do you use as learners?
    • Which strategies would you encourage your students to use? Why? What’s the purpose?
    • Are you ready to model the use of these strategies in class to guide your students?
    • How else can you help your students become strategic?
  • Shaping the Way We Teach English
    Learning Strategies
    Read the following excerpts from The Interlopers, a short story by Saki.
    Focusing on the scene chosen, discuss how you can guide students to use reading strategies in a way that guarantees comprehension and activates critical thinking.
  • Shaping the Way We Teach English
    […] The neighbour feud had grown into a personal one since Ulrich
    had come to be head of his family; if there was a man in the world
    whom he detested and wished ill to it was GeorgZnaeym, the
    inheritor of the quarrel and the tireless game-snatcher and raider of
    the disputed border-forest. The feud might, perhaps, have died
    down or been compromised if the personal ill-will of the two men
    had not stood in the way; […] If only on this wild night, in this dark,
    lone spot, he might come across Georg Znaeym, man to man, with
    none to witness--that was the wish that was uppermost in his
    thoughts. And as he stepped round the trunk of a huge beech he
    came face to face with the man he sought. […]
  • Shaping the Way We Teach English
    The two enemies stood glaring at one another for a long silent
    moment. Each had a rifle in his hand, each had hate in his heart and
    murder uppermost in his mind. The chance had come to give full
    play to the passions of a lifetime. But a man who has been brought
    up under the code of a restraining civilisation cannot easily nerve
    himself to shoot down his neighbour in cold blood and without
    word spoken, except for an offence against his hearth and honour.
    And before the moment of hesitation had given way to action a
    deed of Nature's own violence overwhelmed them both. A fierce
    shriek of the storm had been answered by a splitting crash over
    their heads, and ere they could leap aside a mass of falling beech
    tree had thundered down on them. […]
  • Shaping the Way We Teach English
    "Could you reach this flask if I threw it over to you?" asked Ulrich suddenly; "there is good wine in it, and one may as well be as comfortable as one can. Let us drink, even if to-night one of us dies."
    "No, I can scarcely see anything; there is so much blood caked round my eyes," said Georg, "and in any case I don't drink wine with an enemy."
  • Shaping the Way We Teach English
    Individual Learner Differences
    • Age; gender; socioeconomic conditions; level of education
    • Cognitive ability or “intelligence”
    • Cognitive development in young learners
    • Language proficiency
    • Motivation
    • Personality traits
    • Learning strengths, style, and preferences
  • Shaping the Way We Teach English
    Individual Learner Differences
    • Temperament sorter to identify personality type: idealists; guardians; rationals; artisans
    • Learning styles questionnaire: active & reflective learners; sensing & intuitive learners; visual & verbal learners; sequencing & global learners
    • Seven intelligences checklist: linguistic; logical; spatial; musical; bodily; naturalistic; interpersonal; intrapersonal
    & accordingly identify learning strengths!
  • Shaping the Way We Teach English
    Individual Learner Differences
    How does all this knowledge affect the way we teach?
    Differentiated instruction: learning stations
    + variety varietyvariety
    • Tasks
    • Content & medium of delivery
    • Learning strategies
    • Responsibility
    • Group work
  • In preparation for session 5 & 6 on:Learner FeedbackManaging Large Classes
    • Read at least one article for each module
    • Concerned group prepare a brief presentation / update on learning strategies & individual learner differences + post on wiki
    • Check the www.efleducators.wikispaces.com for an activity regarding learning styles and multiple intelligences
    • Check the wiki for the presentations schedule and guidelines
    Thank you  See you next week!
  • Shaping the Way We Teach English
    Outline for Session 5:
    Group work: articles vs. questions
    Attendance / material / wiki membership / action plan / schedule
    Presentations that answer the questions + note taking by relevant groups to post on www.efleducators.wikispaces.com
    Preparation for final presentations
  • Shaping the Way We Teach English
    Session 3 Group
    Update on:
    Learning Strategies
    Elias Haddad
    Jessica Bechara
    Leonie El Khoury
    Liliane Geara
    Pierre Awaida
    Rabih Bou Jaoudeh
    Sabine Abi Saber
    Sandra Tawk
    ElianorKhoury
  • Shaping the Way We Teach English
    Learning Strategies: Wrap-up
    • An “autonomous learner”
    • uses a variety of strategies to learn independently
    • monitors his/her own learning process
    • explains what strategies s/he uses and why
    “Metacognition” is the process of thinking about one’s thinking / learning.
  • Shaping the Way We Teach English
    Learning Strategies: Wrap-up
    A “self-directed learner”
    • is willing to take risks and make mistakes
    • recognizes language and communication patterns
    • has a strong motivation to communicate
    A “strategy” is a tool, method, or plan for accomplishing a task.
    Successful language learners tend to select strategies that work well together in a highly organized way, and that are a good fit for the requirements of the language task.
  • Shaping the Way We Teach English
    Group Work
    Go through the article you are responsible for, and
    then pick one of the questions listed on the poster
    to answer in a quick presentation. Make sure your
    presentations include at least one example, tip, or
    strategy from the classroom that support your
    point. You could also refer to the manual & the
    video segments.
  • Shaping the Way We Teach English
    Group Work
    The groups responsible for “Individual Learner
    Differences” and “Learner Feedback” record the
    answers to the questions relevant to their content
    areas and post these answers to the wiki as
    update. Any use of references should be cited.
  • Shaping the Way We Teach English
    Group Work: Articles
    Evaluating Student Work I: Philosophy of Grading (II)
    Methodology: feedback in communicative classrooms (I)
    Student Correction During Class – How and When? (II)
    Responding to student papers (III)
    Learning Styles and Strategies (VI)
    Differentiation of Instruction in the Elementary Grades (IV)
    Teaching Multilevel Adult ESL Classes (VI)
    Emotional Intelligence and ELT (V)
  • Shaping the Way We Teach English
    Session 4 Group
    Update on:
    Individual Learner Sentences
    Session 5 Group
    Update on:
    Learner Feedback
  • Shaping the Way We Teach English
    QUESTIONS
    How can you help students self-correct and why is it important?
    What does formative assessment mean and why is it important?
    Which of these strategies is an effective feedback strategies? Describe and justify: giving incentives; using checklists; facial expressions; on-the-spot correction
    When is it appropriate to delay feedback?
    Is it important for students to have consistent feedback? What kind of feedback should it be?
    How would you deal with students who correct each other spontaneously?
    Describe 4 best practices concerning feedback on students’ written work.
  • Shaping the Way We Teach English
    QUESTIONS
    8. Why is it important to be open-minded while correcting students’ work?
    9. What is the link between emotional intelligence and learner feedback?
    10. Is fluency more important than accuracy or the other way around?
    11.What should you do if all students have the same mistake?
    12. “Selective correction” means that the teacher decides to correct only certain errors. On what is the choice of errors to be corrected based on?
    13. The module advocates listening to students’ feedback. What could students contribute? Why is it important to listen to them?
  • Shaping the Way We Teach English
    QUESTIONS
    Do learning styles affect the choice of learning strategies? Elaborate.
    How can language educators individualize learning?
    What are the benefits of learning stations or self-access areas or rooms? What are the challenges? How can the concept be adapted to our setting?
    Does “differentiated instruction” mean special education as instruction for special groups of very advanced language learners? Explain.
    Which learners are active and which are reflective? Are learners either active or reflective?
  • Shaping the Way We Teach English
    Some Answers
    When is it appropriate to delay feedback?
    It is better to delay feedback if it affects learners’ fluency and self-
    confidence. It is then suggested to find alternative ways to comment and
    correct errors. These ways could include jotting down remarks and asking
    other learners to do so and then have a class discussion. In this case, the
    teacher should guarantee a positive and constructive class atmosphere.
    Is it important for students to have consistent feedback? What
    Kind of feedback should it be?
    Learners should receive consistent feedback to guide them in the learning
    process but also to give value to their work and effort. Feedback should
    consistently be specific and objective.
  • Shaping the Way We Teach English
    Some Answers
    Describe 4 best practices concerning feedback on students’
    written work.
    • Sharing clear criteria with the students before they do their written task and making sure they understand the requirements
    • Write comments instead of just administering a grade; comments should guide students in their revision of their writing ; comments should also exclude vague expressions and focus on the positive aspect of the student’s work
    • Resort to face-to-face conferencing to give the student a chance to explain his way of thinking and to be able to offer the appropriate guidance
    • Never compare students’ work to one exemplary model you have in mind to allow an objective appreciation of students’ experiences
  • In preparation for sessions 7 & 8 on:
    Check the wiki for the presentations’ schedule and guidelines
    Remember the activity regarding
    learning styles and multiple intelligences
    Thank you  See you on Wednesday!
  • Shaping the Way We Teach English
    Outline for Session 6:
    Congratulations!
    Previous modules: wrap-up
    Managing large classes
    Preparation for final presentations
  • Shaping the Way We Teach English
    EFL Educators
    Bravo for all those who signed in to the wiki and all those who met the challenge and started exploring and posting!
    MOST of ALL
    Remember to cite your sources!!!!
  • Shaping the Way We Teach English
    Emotional Intelligence: Wrap-up
    • Educational success = academic ability + social skills
    • Teachers’ role is to reduce anxiety and negative feelings during the learning process, in short to create an environment able to develop students’ EQ
    • This is especially important in these days when communicative and collaborative learning techniques prevail over rote-learning and teacher-center classrooms
    Source: Emotional Intelligence and ELT by Steve Darn
    http://www.teachingenglish.org.uk/think/articles/emotional-intelligence-elt
  • Shaping the Way We Teach English
    Emotional Intelligence: Wrap-up
    • Examples of activities which promote sharing and communication in the classroom:
    • Ice breakers & warmers (raising personal interest & connecting to personal experience)
    • Brainstorming & discussions (sharing of knowledge & opinions)
    • Drama and simulation linked to real life
    • Most of all, group work tasks should be based on clear instructions and fair assessment to both group and group members to encourage students’ contribution
  • Shaping the Way We Teach English
    Emotional Intelligence and Feedback
    • To develop students’ EI, it is imperative to resort to techniques that:
    • Build confidence
    • Create a positive classroom atmosphere
    • Encourage cooperation
    This is not done automatically, but through patience and consistence. Regular feedback is essential to this end. It depends on:
    • Clear criteria that focus on an aspect of the performance that students are able to change
    • Give specific feedback rather than vague comments
    • Listen to students’ own comments: what they felt during the task for example
    • Make sure assessment is continuous
  • Shaping the Way We Teach English
    Some Answers
    When is it appropriate to delay feedback?
    It is better to delay feedback if it affects learners’ fluency and self-
    confidence. It is then suggested to find alternative ways to comment and
    correct errors. These ways could include jotting down remarks and asking
    other learners to do so and then have a class discussion. In this case, the
    teacher should guarantee a positive and constructive class atmosphere.
    Is it important for students to have consistent feedback? What
    Kind of feedback should it be?
    Learners should receive consistent feedback to guide them in the learning
    process but also to give value to their work and effort. Feedback should
    consistently be specific and objective.
  • Shaping the Way We Teach English
    Some Answers
    Describe 4 best practices concerning feedback on students’
    written work.
    • Sharing clear criteria with the students before they do their written task and making sure they understand the requirements
    • Write comments instead of just administering a grade; comments should guide students in their revision of their writing ; comments should also exclude vague expressions and focus on the positive aspect of the student’s work
    • Resort to face-to-face conferencing to give the student a chance to explain his way of thinking and to be able to offer the appropriate guidance
    • Never compare students’ work to one exemplary model you have in mind to allow an objective appreciation of students’ experiences
  • Shaping the Way We Teach English
    Learner Feedback: Wrap up (Group Update)
    Introduction: Learner feedback plays an essential role in the process of teaching as well as of learning. It enables the teacher to provide adequate guidance to students in order to highlight their mistakes in oral or written performances so that they would be able to correct them. It serves as a mirror in which learners can see what they do well and what they need to improve. It benefits not only the students but also the teacher who can judge the efficiency of his/her method of teaching through the students' feedback. The teacher should be fully aware of what type of feedback he/she needs to give his/her students so that the feedback will be instructive and not destructive.
    …and more on EFL EDUCATORS+ a Feedback Page: Post your comments with the same objectivity & clarity you promote in your classroom!
  • Shaping the Way We Teach English
    Managing Large Classes: Class Routines
    • Teachers train their students to follow certain classroom routines so that students can “self-manage” and thus help “prevent” discipline problems before they occur.
    • Teachers are to be proactive and try to anticipate students’ behavior or misbehavior and plan accordingly; a teacher reflects on his/her strategies, and then either improves them or replaces them.
    • Keep in mind the following: planning & consistency; keeping your plan flexible; accounting for several learning styles and personality traits
  • Shaping the Way We Teach English
    Managing Large Classes: Class Routines / Tips
    • Teachers should check themselves against bias and expectations.
    • Teachers should also carefully separate behavior rewards from grading assessment.
    • Don’t put yourself as a teacher in a personal confrontation with a student; make sure the established rules are clear from day one in the way they identify the behavior / misbehavior and the way it is treated. That way, students face the system rather than the teacher.
    • Students’ sense of responsibility and dignity is enhanced when they know that they have every right to claim a chance provided they give guarantees in return. These chances are recorded.
    • Students are confronted with their own choices rather than with the teacher.
  • Shaping the Way We Teach English
    Managing Large Classes: Class Routines
    Negotiating solutions or measures
    Teacher talk: positive but consistent
    “Check yourself” (e.g. seating arrangement)
    “Next time…” / “Don’t …”
    “Please make a different choice”
    “You decide”
    “Help me solve my problem”
    “I feel surprised”
    To enhance responsibility and autonomy
    Source: “Teacher Talk” by Chick Moorman
  • In preparation for sessions 7 & 8 on:
    Check the wiki for the presentations’ schedule and guidelines
    Starting 4.10 p.m.
    Remember the activity regarding
    learning styles and multiple intelligences
    Thank you  See you on Wednesday!
  • In preparation for sessions 7 & 8 on:
    PresentationsWith regard to your presentations, please keep the following issues in mind:
    Your presentation should not be a lecture. Please plan on presenting an activity that engages the audience. Then share the techniques used, the benefits, the challenges, and the assessment methods most preferably in a discussion. Your presentation should take around 20 minutes including the time you dedicate to questions.
    Your presentation should be connected to “Shaping the Way We Teach English” and is not necessarily restricted to the content area of your group.
    Feel free to use all the aids available. Be as creative as you need to be.
    You could check Project Showcase, Fall 2006 for examples of action plans.