Finding Key Ingredients  for a Great Class <ul><li>Aaron D. Jolly  </li></ul><ul><li>Korea TESOL Teacher Trainer </li></ul>
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 acquisi...
Warm up <ul><li>Why we should teach/study English. </li></ul><ul><li>http://www.youtube.com/watch?v=QmPr2OVXiLM </li></ul>...
More Warm Up Discuss with your partner Hi, my name is ______.  Nice to meet you.  (I’m _______ NTMY2) I was wondering woul...
My Cooperative Learning Rules <ul><li>1-2 minutes of teacher modeling </li></ul><ul><li>30 seconds - 2 minutes for  1 st p...
 
What are key ingredients?
 
Presentation Outline <ul><li>Part 1:  </li></ul><ul><li>What are some key ingredients? </li></ul><ul><li>Sharing about the...
Key Ingredients <ul><li>(1) A Happy & Inspired Teacher </li></ul><ul><li>(2) A Student Centered Class </li></ul><ul><li>(3...
A Happy Teacher <ul><li>Are you happy? </li></ul><ul><li>Are you healthy? </li></ul><ul><li>Are you smiling? </li></ul><ul...
Prepping a Lesson
Student Centered <ul><li>80-20% rule. Possible? Nearly? Sometimes? </li></ul><ul><li>Classroom organization. </li></ul><ul...
“ 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...
Student Centered
Affective Filters <ul><li>Student’s interests. </li></ul><ul><li>Learner surveys. </li></ul><ul><li>Asking for information...
Affective Filters
Fun & Laughter
Nation’s 25% Rule <ul><li>25% meaningful input </li></ul><ul><li>25% language focused learning </li></ul><ul><li>25% meani...
<ul><li>4-3-2 </li></ul><ul><li>activity </li></ul>
<ul><li>25% </li></ul>
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...
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.  Coopera...
There are 5 kinds of Entry Points : -The Aesthetic.  -The Narrative.    -The Logical/Quantitative.  -The Foundational.  -T...
The entry point through  which learners respond  to  formal and sensory  qualities of a subject  or a work of art. http://...
Examples: *Use photos from artistic images to stimulate interest. *Show a famous painting or picture which is connected by...
<ul><li>Is your dad like this? </li></ul>
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.  Them...
 
Remember your audience!   (Especially if you have 5 th -10th graders?) <ul><li>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  reason...
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 ...
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 i...
The entry point through which learners respond  to a subject  or work  art by  actually doing   something with their  hand...
*Play different  trust games *Pretend to be blind (for unit on physically challenged kids) Theme: Friendship  ---  Caring/...
Adapted from WIDEWORLD professional development  resources.  http://www.wideworld.pz.harvard.edu/ These examples were exce...
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 t...
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  M...
http://www.spannj.org/BasicRights/appendix_b.htm#test
Aaron’s profile from website linked below: Interpersonal, Verbal-Linguistic  strength  90.   Kinesthetic, Intrapersonal st...
http://www.teach-nology.com/trilogy/
Advantages: *Maximize student talking time. *Maximize interaction. Activity examples:  Think Pair Share, Circle of Speaker...
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 pe...
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’ <ul><li>A conditional sentence is a complex sentence that consists of a  main clause and  ...
<ul><li>Core Routines:  </li></ul><ul><li>What make you say that? </li></ul><ul><li>Think Puzzle Explore </li></ul><ul><li...
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
<ul><li>Connect </li></ul><ul><li>How are the ideas connected to  </li></ul><ul><li>what you already know? </li></ul><ul><...
<ul><li>Extend: </li></ul><ul><li>What new ideas did you get that  </li></ul><ul><li>extended or pushed your thinking  </l...
<ul><li>Challenge </li></ul><ul><li>What questions, wonderings or  </li></ul><ul><li>puzzles do you still have? </li></ul>...
Connect Extend Challenge
Challenge
For heaven’s sake use  PPT
Yes you can use PPT to  make your own: <ul><li>Word/phrase cards </li></ul><ul><li>& speaking frames  </li></ul>
PPT Speaking Frame Example: <ul><li>Prof. Jolly’s Speaking Frames 2010 </li></ul>
PPT Speaking Frame Example: <ul><li>Prof. Jolly’s Speaking Frames 2010 </li></ul>
A: What’s your favorite ice-cream? B: My favorite ice-cream is _______. How about you? A: I like ___________. Do you  like...
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 ...
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 &...
i. Extensive reading <ul><li>Extensive   reading vs.  Intensive  reading. </li></ul><ul><li>2. Main principle is it  shoul...
Use Graded Readers! Graded Readers  are “books prepared so that  they stay within strictly limited vocabulary.”  (Nation, ...
a.  Use Real-English.com to watch videos with subtitles, for all levels.  b.  Find video materials on DVD or  that are lev...
 
 
 
  By Rob Waring  (distributed in Korea by YBM Sisa)
 
http://www.finchpark.com/videos/alt_assess/index.htm <ul><ul><li>A few ideas for journal: </li></ul></ul><ul><ul><li>Langu...
<ul><li>Create little skits or find adapt things from fables off the Internet </li></ul><ul><li>Simple tips… </li></ul><ul...
Play video if time
How to Teach English with Technology (Gavin Dudeney and Nicky Hockly 2007)
 
Vocabulary Instruction <ul><li>Need: </li></ul><ul><li>Paper with words </li></ul><ul><li>Coating machine </li></ul><ul><l...
Vocabulary Instruction <ul><li>Need: </li></ul><ul><li>Paper with words </li></ul><ul><li>Coating machine </li></ul><ul><l...
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...
http://firesidelearning.ning.com/
Yes, you may George, but come back quickly!
 
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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&apos; 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

    1. 1. Finding Key Ingredients for a Great Class <ul><li>Aaron D. Jolly </li></ul><ul><li>Korea TESOL Teacher Trainer </li></ul>
    2. 2. Who am I? I resemble the thinker , therefore I am. (Rodin 1902, meets Descarte, 1637)
    3. 3. About me… I reflect therefore I teach. (Descarte 1637 meets Farrell 2008)
    4. 4. - Reflective teaching practice. -MI & critical thinking approaches. -Learner training/student centered. -Promoting acquisition over learning -Input based approaches like ER & EL
    5. 5. Warm up <ul><li>Why we should teach/study English. </li></ul><ul><li>http://www.youtube.com/watch?v=QmPr2OVXiLM </li></ul><ul><li>Why we should adapt and inspire #1. </li></ul><ul><li>http://www.youtube.com/watch?v=oBuPQgV8yBM </li></ul><ul><li>Why we REALLY need key ingredients in Korea. </li></ul><ul><li>http://www.youtube.com/watch?v=vTjA2icNAGA </li></ul>
    6. 6. 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?
    7. 7. My Cooperative Learning Rules <ul><li>1-2 minutes of teacher modeling </li></ul><ul><li>30 seconds - 2 minutes for 1 st person </li></ul><ul><li>then call CHANGE! </li></ul><ul><li>Partner only listens (and nods.. aheum) </li></ul><ul><li>30 seconds - 2 minutes for 2 nd person </li></ul><ul><li>Optional sharing if time </li></ul>
    8. 9. What are key ingredients?
    9. 11. Presentation Outline <ul><li>Part 1: </li></ul><ul><li>What are some key ingredients? </li></ul><ul><li>Sharing about the ‘keys’ we use </li></ul><ul><li>Part 2: </li></ul><ul><li>My favorite adaptation ‘keys’ </li></ul><ul><li>Some cool supplemental ‘keys’ </li></ul><ul><li>Q & A. </li></ul>
    10. 12. Key Ingredients <ul><li>(1) A Happy & Inspired Teacher </li></ul><ul><li>(2) A Student Centered Class </li></ul><ul><li>(3) Affective Filters Lowered </li></ul><ul><li>(4) Fun & Laughter in the Class </li></ul><ul><li>(5) Using Nation’s 25% Rule </li></ul><ul><li>(6) The class (or HW) is wired </li></ul><ul><li>(7) Adaptation & Supplementals </li></ul>
    11. 13. A Happy Teacher <ul><li>Are you happy? </li></ul><ul><li>Are you healthy? </li></ul><ul><li>Are you smiling? </li></ul><ul><li>Are you organized? </li></ul><ul><li>Where are you on the Humanist v Behaviorists Continuum. </li></ul><ul><li>(Rogers’s fully functioning people v Skinner’s rats) </li></ul>
    12. 14. Prepping a Lesson
    13. 15. Student Centered <ul><li>80-20% rule. Possible? Nearly? Sometimes? </li></ul><ul><li>Classroom organization. </li></ul><ul><li>Needs analysis. </li></ul><ul><li>Suggestopedia approach – student’s comfort. </li></ul><ul><li>Softening the environment. </li></ul>
    14. 16. “ 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.”
    15. 17. Student Centered
    16. 18. Affective Filters <ul><li>Student’s interests. </li></ul><ul><li>Learner surveys. </li></ul><ul><li>Asking for information before you make the PPTs. </li></ul><ul><li>Following the ‘youth’ media, what kids play online etc. </li></ul><ul><li>Knowing latest trends/music etc. </li></ul>
    17. 19. Affective Filters
    18. 20. Fun & Laughter
    19. 21. Nation’s 25% Rule <ul><li>25% meaningful input </li></ul><ul><li>25% language focused learning </li></ul><ul><li>25% meaning focused output </li></ul><ul><li>25% fluency development </li></ul>
    20. 22. <ul><li>4-3-2 </li></ul><ul><li>activity </li></ul>
    21. 23. <ul><li>25% </li></ul>
    22. 24. Are you ?
    23. 25. Adaptation & Supplementation
    24. 26. Sharing about our ‘keys’
    25. 27. 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
    26. 28. My favorite adaptation ‘keys’ Change the color of your textbook!
    27. 30. 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
    28. 31. 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 .
    29. 32. The entry point through which learners respond to formal and sensory qualities of a subject or a work of art. http://brooklynartproject.ning.com/
    30. 33. 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
    31. 34. <ul><li>Is your dad like this? </li></ul>
    32. 35. Use all kinds of pictures What do you see, think, wonder?
    33. 36. The entry point through which learners respond to the narrative (story) elements of a subject or work of art. Theme: My house
    34. 38. Remember your audience! (Especially if you have 5 th -10th graders?) <ul><li>Theme: Mixed schools vs. boys or girls only? </li></ul>
    35. 39. The entry point through which learners respond to aspects of a subject, or work of art that invite deductive reasoning or numerical consideration .
    36. 40. 10,000 100,000 1 million 2 million 5 million 8 million 10 million Theme: Korea 2002 World Cup
    37. 41. 1. They are using sign language . 2. The girl is probably deaf. 3. The woman is a teacher/helper. Theme: Deaf children
    38. 42. The entry point through which learners respond to the broader concepts, or philosophical issues, raised by a subject or artwork.
    39. 43. 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?
    40. 44. The entry point through which learners respond to a subject or work art by actually doing something with their hands or bodies.
    41. 45. *Play different trust games *Pretend to be blind (for unit on physically challenged kids) Theme: Friendship --- Caring/service
    42. 46. 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
    43. 47. Narrative & experiential
    44. 48. What is brain based learning? http://eduscapes.com/tap/topic70.htm
    45. 49. 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?
    46. 50. M.I. theory by Dr. Howard Gardner (1983), Professor of Education at Harvard University.
    47. 54. 1. Using MI inventories , to evaluate students learning styles. 2. Creating a mix of different activities based on an MI lesson plan schema .
    48. 55. http://www.spannj.org/BasicRights/appendix_b.htm#test
    49. 56. 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
    50. 57. http://www.teach-nology.com/trilogy/
    51. 58. Advantages: *Maximize student talking time. *Maximize interaction. Activity examples: Think Pair Share, Circle of Speakers, Circle of Writers, & Snowball.
    52. 59. From George Jacobs’s wonderful website: http://www.georgejacobs.net/index.html
    53. 60. 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!
    54. 61. Think-Pair-Share I think _______________ is going to ________________________________.
    55. 64. Think-Pair-Share I think _______________ is going to ________________________________.
    56. 69. Think-Pair-Share I think _______________ is going to ________________________________.
    57. 70. http://www.pz.harvard.edu/Research/AERA06ThinkingRoutines.pdf
    58. 71. Conditional Sentences with ‘if’ <ul><li>A conditional sentence is a complex sentence that consists of a main clause and </li></ul><ul><li>a subordinate clause… blah blah blah … </li></ul><ul><li>grammar. </li></ul><ul><li>If Dracula returns, we will scream. </li></ul><ul><li>If my boss returns, I’ll _______________. </li></ul><ul><li>If you take a mouse to the movies, he’ll </li></ul><ul><li>________________________________. </li></ul>
    59. 72. <ul><li>Core Routines: </li></ul><ul><li>What make you say that? </li></ul><ul><li>Think Puzzle Explore </li></ul><ul><li>Think Pair Share </li></ul><ul><li>Circle of viewpoints </li></ul><ul><li>I used to think but now I think </li></ul><ul><li>See Think Wonder </li></ul><ul><li>Compass Points </li></ul>
    60. 73. http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html
    61. 75. See. Think. Wonder This one is so easy to use!
    62. 78. Connect Extend Challenge
    63. 79. <ul><li>Connect </li></ul><ul><li>How are the ideas connected to </li></ul><ul><li>what you already know? </li></ul><ul><li>I thought about how______. </li></ul><ul><li>I already knew __________. </li></ul><ul><li>I remembered _____________. </li></ul>
    64. 80. <ul><li>Extend: </li></ul><ul><li>What new ideas did you get that </li></ul><ul><li>extended or pushed your thinking </li></ul><ul><li>in new directions? </li></ul><ul><li>I got new ideas about ________. </li></ul><ul><li>I learned that ____________ which made me think that ___________. </li></ul>
    65. 81. <ul><li>Challenge </li></ul><ul><li>What questions, wonderings or </li></ul><ul><li>puzzles do you still have? </li></ul><ul><li>I am still challenged by _______. </li></ul><ul><li>I am puzzled about why _______. </li></ul><ul><li>I’m still wondering why ________. </li></ul><ul><li>What I don’t fully understand yet </li></ul><ul><li>is _____________________. </li></ul>
    66. 82. Connect Extend Challenge
    67. 83. Challenge
    68. 84. For heaven’s sake use PPT
    69. 85. Yes you can use PPT to make your own: <ul><li>Word/phrase cards </li></ul><ul><li>& speaking frames </li></ul>
    70. 86. PPT Speaking Frame Example: <ul><li>Prof. Jolly’s Speaking Frames 2010 </li></ul>
    71. 87. PPT Speaking Frame Example: <ul><li>Prof. Jolly’s Speaking Frames 2010 </li></ul>
    72. 88. 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.
    73. 89. 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?
    74. 90. Supplemental ‘keys’. I use the 1 + 1 approach to add stuff!
    75. 91. 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
    76. 92. i. Extensive reading <ul><li>Extensive reading vs. Intensive reading. </li></ul><ul><li>2. Main principle is it should be easy. </li></ul><ul><li>3. Day & Bamford’s 10 characteristics (1998). </li></ul><ul><li>4. Read a lot for wide understanding </li></ul><ul><li>without using dictionary or translation. </li></ul>
    77. 93. Use Graded Readers! Graded Readers are “books prepared so that they stay within strictly limited vocabulary.” (Nation, 2001)
    78. 94. 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  
    79. 95.  
    80. 96.  
    81. 97.  
    82. 98.   By Rob Waring (distributed in Korea by YBM Sisa)
    83. 99.  
    84. 100. http://www.finchpark.com/videos/alt_assess/index.htm <ul><ul><li>A few ideas for journal: </li></ul></ul><ul><ul><li>Language Learning Ideas </li></ul></ul><ul><ul><li>Skills Self-Assessment </li></ul></ul><ul><ul><li>Learning Contract </li></ul></ul><ul><ul><li>Learning Preferences </li></ul></ul><ul><ul><li>Learning Style Inventory </li></ul></ul><ul><ul><li>Multiple Intelligences Survey </li></ul></ul>
    85. 101. <ul><li>Create little skits or find adapt things from fables off the Internet </li></ul><ul><li>Simple tips… </li></ul><ul><li>1. Video the role-plays to get better </li></ul><ul><li>student motivation. </li></ul><ul><li>2. Add an emotion to the role-play. </li></ul><ul><li>3. Ask students to make eye-contact. </li></ul>
    86. 102. Play video if time
    87. 103.
    88. 104. How to Teach English with Technology (Gavin Dudeney and Nicky Hockly 2007)
    89. 106. Vocabulary Instruction <ul><li>Need: </li></ul><ul><li>Paper with words </li></ul><ul><li>Coating machine </li></ul><ul><li>Ring and punch </li></ul><ul><li>Ss Practice turning </li></ul><ul><li>over cards & memo- </li></ul><ul><li>rise translation on </li></ul><ul><li>the back of card. </li></ul>
    90. 107. Vocabulary Instruction <ul><li>Need: </li></ul><ul><li>Paper with words </li></ul><ul><li>Coating machine </li></ul><ul><li>Ring and punch </li></ul><ul><li>Ss Practice turning </li></ul><ul><li>over cards & memo- </li></ul><ul><li>rise translation on </li></ul><ul><li>the back of card. </li></ul>
    91. 108. http://issuu.com/eflclassroom/docs/best_teacher_student_sites
    92. 109. http://eflclassroom.ning.com/index.php
    93. 110. http://jasonrenshaw.typepad.com/jason_renshaws_web_log/
    94. 111. 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?
    95. 112. http://firesidelearning.ning.com/
    96. 113. Yes, you may George, but come back quickly!
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