Yongin.dec.2010.textbook.adaptation
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  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • No sexism, racism, party political answers. Teams and give points! Rules nothing too emotional please!
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Students and parents praying for success on the university entrance exams.
  •  
  • For example: the color, line, expression, and composition of a painting; the intricate patterns on the surface of a beehive; or the alliteration and meter of a poem.
  • For example: the color, line, expression, and composition of a painting; the intricate patterns on the surface of a beehive; or the alliteration and meter of a poem.
  • Language Research has shown that comprehensible input is crucial, and also without narrative students cannot develop fluency.
  • For example: the legend depicted in a painting, the sequence of events in a period of history, or the story behind the construction of a skyscraper.
  • More about lexiled books later… joke about dark circles…
  • For example: the question of what decisions led to the creation of an art object, the problem of calculating the overall dimensions of an automobile, or the determination of which character in a mystery is the real villain.
  • For example: the question of what decisions led to the creation of an art object, the problem of calculating the overall dimensions of an automobile, or the determination of which character in a mystery is the real villain.
  • For example: the question of what decisions led to the creation of an art object, the problem of calculating the overall dimensions of an automobile, or the determination of which character in a mystery is the real villain.
  • For example: whether and why calculus is thought to be important to society, whether metaphors depict or defy reality, or why a painting of soup cans is considered art.
  • For example: whether and why calculus is thought to be important to society, whether metaphors depict or defy reality, or why a painting of soup cans is considered art.
  • For example: manipulating the same materials used in a work of art, producing a play about the history of a neighborhood, or setting a poem to music.
  • For example: manipulating the same materials used in a work of art, producing a play about the history of a neighborhood, or setting a poem to music.
  • -Think of an idea about an entry point that you might use for this example.
  • Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
  • -It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, he proposed 7 different intelligences to account for a broader range of human potential in children and adults.
  • What about you? What are you’re strongest?
  • What about you? What are you’re strongest?
  • The core routines are a set of seven or so routines that target different types of thinking from across the modules. These routines are easy to get started with and are commonly found in Visible Thinking teachers' toolkits. Try getting started with with one of these routines. http://www.pz.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Adapted for lesson with if_________ … _________ might happen
  • Language Research has shown that comprehensible input is crucial, and also without narrative students cannot develop fluency.
  • Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
  • Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
  • Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
  • Language Research has shown that comprehensible input is crucial, and also without narrative students cannot develop fluency.
  • Language Research has shown that comprehensible input is crucial, and also without narrative students cannot develop fluency.
  • Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
  • For classroom English
  • Always good to use PPT to keep a repertoire of speaking frames at hand, or plan them into your lesson plan…
  • Always good to use PPT to keep a repertoire of speaking frames at hand, or plan them into your lesson plan…
  • Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • The books are the stars!!!
  • Insert – Silly Olympics Video Insert – Reading Videos
  • -Think of an idea about an entry point that you might use for this example.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • A lot of “Classroom English” is actually teacher modeling language at the right input level for teachers.

Yongin.dec.2010.textbook.adaptation Yongin.dec.2010.textbook.adaptation Presentation Transcript

  • Aaron D. Jolly Hanseo University Korea TESOL Teacher Trainer
  • Who am I? I resemble the thinker , therefore I am. (Rodin 1902, meets Descarte, 1637)
  • About me… I reflect therefore I teach. (Descarte 1637 meets Farrell 2008)
  • - Reflective teaching practice. -MI & critical thinking approaches. -Learner training/student centered. -Promoting acquisition over learning -Input based approaches like ER & EL
  • Warm up
    • Why we should teach/study English.
    • http://www.youtube.com/watch?v=QmPr2OVXiLM
    • Why we should adapt and inspire #1.
    • http://www.youtube.com/watch?v=oBuPQgV8yBM
    • Why we REALLY need key ingredients in Korea.
    • http://www.youtube.com/watch?v=vTjA2icNAGA
  • More Warm Up Discuss with your partner Hi, my name is ______. Nice to meet you. (I’m _______ NTMY2) I was wondering would you tell me about _______________________? ~tell me a memorable school moment? ~tell me about your favorite teacher? ~tell me what ‘keys’ ingredients are?
  • My Cooperative Learning Rules
    • 1-2 minutes of teacher modeling
    • 30 seconds - 2 minutes for 1 st person
    • then call CHANGE!
    • Partner only listens (and nods.. aheum)
    • 30 seconds - 2 minutes for 2 nd person
    • Optional sharing if time
  •  
  • What are key ingredients?
  •  
  • Presentation Outline
    • Part 1:
    • What are some key ingredients?
    • Sharing about the ‘keys’ we use
    • Part 2:
    • My favorite adaptation ‘keys’
    • Some cool supplemental ‘keys’
    • Q & A.
  • Key Ingredients
    • (1) A Happy & Inspired Teacher
    • (2) A Student Centered Class
    • (3) Affective Filters Lowered
    • (4) Fun & Laughter in the Class
    • (5) Using Nation’s 25% Rule
    • (6) The class (or HW) is wired
    • (7) Adaptation & Supplementals
  • A Happy Teacher
    • Are you happy?
    • Are you healthy?
    • Are you smiling?
    • Are you organized?
    • Where are you on the Humanist v Behaviorists Continuum.
    • (Rogers’s fully functioning people v Skinner’s rats)
  • Prepping a Lesson
  • Student Centered
    • 80-20% rule. Possible? Nearly? Sometimes?
    • Classroom organization.
    • Needs analysis.
    • Suggestopedia approach – student’s comfort.
    • Softening the environment.
  • “ As we start the new school year Mr. Smith I want you to know that I am an Abstract-Sequential Learner and trust that you will conduct yourself accordingly.”
  • Student Centered
  • Affective Filters
    • Student’s interests.
    • Learner surveys.
    • Asking for information before you make the PPTs.
    • Following the ‘youth’ media, what kids play online etc.
    • Knowing latest trends/music etc.
  • Affective Filters
  • Fun & Laughter
  • Nation’s 25% Rule
    • 25% meaningful input
    • 25% language focused learning
    • 25% meaning focused output
    • 25% fluency development
    • 4-3-2
    • activity
    • 25%
  • Are you ?
  • Adaptation & Supplementation
  • Sharing about our ‘keys’
  • Sharing about our ‘keys’ (1) A Happy & Inspired Teacher (2) A Student Centered Class (3) Affective Filters Lowered (4) Fun & Laughter in the Class (5) Using Nation’s 25% Rule (6) The class (or HW) is wired (7) Adaptation & Supplementals
  • My favorite adaptation ‘keys’ Change the color of your textbook!
  •  
  • i. Using “Entry Points”. ii. 5 minute “Brain Based” activities iii. “Multiple Intelligence” lesson plans. iv. Cooperative Learning activities. v. “Thinking Routines” from HGSE. vi. Speaking frames using PPT
  • There are 5 kinds of Entry Points : -The Aesthetic. -The Narrative. -The Logical/Quantitative. -The Foundational. -The Experiential. Gardner, H. (1991), The Unschooled Mind , New York: Basic Books .
  • The entry point through which learners respond to formal and sensory qualities of a subject or a work of art. http://brooklynartproject.ning.com/
  • Examples: *Use photos from artistic images to stimulate interest. *Show a famous painting or picture which is connected by theme to your topic . Theme: My family
    • Is your dad like this?
  • Use all kinds of pictures What do you see, think, wonder?
  • The entry point through which learners respond to the narrative (story) elements of a subject or work of art. Theme: My house
  •  
  • Remember your audience! (Especially if you have 5 th -10th graders?)
    • Theme: Mixed schools vs. boys or girls only?
  • The entry point through which learners respond to aspects of a subject, or work of art that invite deductive reasoning or numerical consideration .
  • 10,000 100,000 1 million 2 million 5 million 8 million 10 million Theme: Korea 2002 World Cup
  • 1. They are using sign language . 2. The girl is probably deaf. 3. The woman is a teacher/helper. Theme: Deaf children
  • The entry point through which learners respond to the broader concepts, or philosophical issues, raised by a subject or artwork.
  • Why is it so? Why do we need English? Why do you love your family? Why do you study so hard? Why do you play soccer? Why is Korea so busy? Why do people drive like that?
  • The entry point through which learners respond to a subject or work art by actually doing something with their hands or bodies.
  • *Play different trust games *Pretend to be blind (for unit on physically challenged kids) Theme: Friendship --- Caring/service
  • Adapted from WIDEWORLD professional development resources. http://www.wideworld.pz.harvard.edu/ These examples were excerpted and adapted from: Davis, J. (1996). The MUSE Book . Cambridge, MA: President and Fellows of Harvard College/Harvard Project Zero
  • Narrative & experiential
  • What is brain based learning? http://eduscapes.com/tap/topic70.htm
  • What’s the most delicious word? What’s the most dangerous word? What’s the ugliest word? What’s the tallest word? What’s the funniest word? What’s your favorite word?
  • M.I. theory by Dr. Howard Gardner (1983), Professor of Education at Harvard University.
  •  
  •  
  •  
  • 1. Using MI inventories , to evaluate students learning styles. 2. Creating a mix of different activities based on an MI lesson plan schema .
  • http://www.spannj.org/BasicRights/appendix_b.htm#test
  • Aaron’s profile from website linked below: Interpersonal, Verbal-Linguistic strength 90. Kinesthetic, Intrapersonal strength 80. Logical-mathematical strength 70 Naturalist strength, Visual-spatial strength 60. Musical strength 50. Existential strength n/a. http://surfaquarium.com/MI/inventory.htm http://www.igs.net/~cmorris/inventories_on_mi.html
  • http://www.teach-nology.com/trilogy/
  • Advantages: *Maximize student talking time. *Maximize interaction. Activity examples: Think Pair Share, Circle of Speakers, Circle of Writers, & Snowball.
  • From George Jacobs’s wonderful website: http://www.georgejacobs.net/index.html
  • List all the things you know about ants ( in 1 minute) Next, make a list with your partner … next share with the two people next to you or behind you . No duplications please!
  • Think-Pair-Share I think _______________ is going to ________________________________.
  •  
  •  
  • Think-Pair-Share I think _______________ is going to ________________________________.
  •  
  •  
  •  
  •  
  • Think-Pair-Share I think _______________ is going to ________________________________.
  • http://www.pz.harvard.edu/Research/AERA06ThinkingRoutines.pdf
  • Conditional Sentences with ‘if’
    • A conditional sentence is a complex sentence that consists of a main clause and
    • a subordinate clause… blah blah blah …
    • grammar.
    • If Dracula returns, we will scream.
    • If my boss returns, I’ll _______________.
    • If you take a mouse to the movies, he’ll
    • ________________________________.
    • Core Routines:
    • What make you say that?
    • Think Puzzle Explore
    • Think Pair Share
    • Circle of viewpoints
    • I used to think but now I think
    • See Think Wonder
    • Compass Points
  • http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html
  •  
  • See. Think. Wonder This one is so easy to use!
  •  
  •  
  • Connect Extend Challenge
    • Connect
    • How are the ideas connected to
    • what you already know?
    • I thought about how______.
    • I already knew __________.
    • I remembered _____________.
    • Extend:
    • What new ideas did you get that
    • extended or pushed your thinking
    • in new directions?
    • I got new ideas about ________.
    • I learned that ____________ which made me think that ___________.
    • Challenge
    • What questions, wonderings or
    • puzzles do you still have?
    • I am still challenged by _______.
    • I am puzzled about why _______.
    • I’m still wondering why ________.
    • What I don’t fully understand yet
    • is _____________________.
  • Connect Extend Challenge
  • Challenge
  • For heaven’s sake use PPT
  • Yes you can use PPT to make your own:
    • Word/phrase cards
    • & speaking frames
  • PPT Speaking Frame Example:
    • Prof. Jolly’s Speaking Frames 2010
  • PPT Speaking Frame Example:
    • Prof. Jolly’s Speaking Frames 2010
  • A: What’s your favorite ice-cream? B: My favorite ice-cream is _______. How about you? A: I like ___________. Do you like ___________? B: Yes I do/No I don’t actually.
  • 1 –Do I use entry points to lessons? 2- Do I use “brain based” cognivities ? 3- Are the MI’s of students factored? 4- Do I use cooperative learning? 5- Do I use thinking routines? 6- Do I use speaking frames?
  • Supplemental ‘keys’. I use the 1 + 1 approach to add stuff!
  • i. Extensive reading ii. Video & audio materials iii. Learner journals iv. Dramatic skits and readings v. PPT books & read alouds vi. Online quizzes vii. Vocabulary cards viii. Websites for learning English
  • i. Extensive reading
    • Extensive reading vs. Intensive reading.
    • 2. Main principle is it should be easy.
    • 3. Day & Bamford’s 10 characteristics (1998).
    • 4. Read a lot for wide understanding
    • without using dictionary or translation.
  • Use Graded Readers! Graded Readers are “books prepared so that they stay within strictly limited vocabulary.” (Nation, 2001)
  • a. Use Real-English.com to watch videos with subtitles, for all levels. b. Find video materials on DVD or that are level appropriate. c. Use you-tube videos with script  
  •  
  •  
  •  
  •   By Rob Waring (distributed in Korea by YBM Sisa)
  •  
  • http://www.finchpark.com/videos/alt_assess/index.htm
      • A few ideas for journal:
      • Language Learning Ideas
      • Skills Self-Assessment
      • Learning Contract
      • Learning Preferences
      • Learning Style Inventory
      • Multiple Intelligences Survey
    • Create little skits or find adapt things from fables off the Internet
    • Simple tips…
    • 1. Video the role-plays to get better
    • student motivation.
    • 2. Add an emotion to the role-play.
    • 3. Ask students to make eye-contact.
  • Play video if time
  • How to Teach English with Technology (Gavin Dudeney and Nicky Hockly 2007)
  •  
  • Vocabulary Instruction
    • Need:
    • Paper with words
    • Coating machine
    • Ring and punch
    • Ss Practice turning
    • over cards & memo-
    • rise translation on
    • the back of card.
  • Vocabulary Instruction
    • Need:
    • Paper with words
    • Coating machine
    • Ring and punch
    • Ss Practice turning
    • over cards & memo-
    • rise translation on
    • the back of card.
  • http://issuu.com/eflclassroom/docs/best_teacher_student_sites
  • http://eflclassroom.ning.com/index.php
  • http://jasonrenshaw.typepad.com/jason_renshaws_web_log/
  • 1 –Do I have time for anything? 2 – How can I make (more) time? 3-Do I practice the 1 + 1 approach? 4- Is it for in-class only, or out too? 5- How do I assess learning, or do I? 6- What varies? What stays the same?
  • http://firesidelearning.ning.com/
  • Yes, you may George, but come back quickly!
  •