Planning for learning in EFL: teachers' and students' choices
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Planning for learning in EFL: teachers' and students' choices

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Planning for learning in EFL: teachers' and students' choices Planning for learning in EFL: teachers' and students' choices Presentation Transcript

  • Planning for Learning Key words: learning, teaching, relationships, skills, contents, competencies*, design, resources November 2013 Postítulo TEFL. Universidad Alberto Hurtado. Facilitator: Mauricio Miraglia
  • Activity 0a: Watch & take notes  http://www.youtube.com/watch?v=HsnXZdKpQWI  http://www.youtube.com/watch?v=Tygw2XPSXwE  http://www.youtube.com/watch?v=bOQ9XKPbf78  http://www.youtube.com/watch?v=5HWP6HBczpM
  • Activity 0b:Conversation based on videos 1) http://www.youtube.com/watch?v=HsnXZdKpQWI 2) http://www.youtube.com/watch?v=Tygw2XPSXwE 3) http://www.youtube.com/watch?v=bOQ9XKPbf78 4) http://www.youtube.com/watch?v=5HWP6HBczpM a. What did the teacher do? b. What did students do? c. What did they learn? d. How did they learn? e. Was there a plan? Yes? No? f. Were resources used? If so, were they effectively used? What did they trigger?
  • Activity 1a What do students need to learn in the English lesson? (discuss in groups and share)
  • Activity 1b What do students need to learn in the English lesson? Rank the following based on significance 1. Language skills : reading, listening, speaking, writing 2. Thinking culture (making of) : observations, interpretations, inference, hypotheses, problem-posing 3. Attitudes: openness to new cultures and identities, willingness to learn English, inquisitive perspective 4. Language contents: phonetics, vocabulary, syntax 5. Knowledge across disciplines: emphasis on contents such as history, science, arts, etc.
  • Discussion Point Do we plan to instruct or do we plan to educate? Analysis of purposes and audiences for whom we plan. A possible underlying question has to do with the concept of education we adhere to.
  • Activity 1c: revisiting our ranking What do students need to learn in the English lesson? Rank the following based on significance 1. Language skills : reading, listening, speaking, writing 2. Thinking culture (making of) : observations, interpretations, inference, hypotheses, problem-posing 3. Attitudes: openness to new cultures and identities, willingness to learn English, inquisitive perspective 4. Language contents: phonetics, vocabulary, syntax 5. Knowledge across disciplines: emphasis on contents such as history, science, arts, etc.
  • Activity 2a: A typical lesson structure: let’s check in with each other! Actions performed by 3 major phases  Introduction  Core  Closure teachers?
  • Activity 2b: A typical lesson structure Actions performed by teachers 3 major phases Check instructions 2. Promote development of language skills 3. Set a task 4. When do we…? 1. Recapping main points 5. Check attendance A. Introduction 6. Ask CCQs B. Core 7. Draw a seating chart C. Closure 8. Raise a problem 9. Design a picture slideshow 10. Set a topic 11. Promote thinking skills 12. Relate to next learning 13. Make menu explicit 14. Monitor group / pair / individual activities 15. Evaluate purpose 16. Check learning achievement
  • Activity 2c: What are students doing? Teachers…. 1. Check instructions 2. Promote development of language skills 3. Set a task 4. Check attendance 5. Ask CCQs 6. Raise a problem 7. Set a topic 8. Promote thinking skills 9. Make menu explicit 10. Monitor group / pair / individual activities 11. Evaluate purpose 12. Check learning achievement 13. Promote attitudes Students…  ???
  • Activity 2d: A typical lesson structure : let’s check in with each other! Actions performed by 3 major phases  Introduction  Core  Closure students when we… 1.Check instructions 2.Promote development of language skills 3.Set a task 4.Recapping main points 5.Check attendance 6.Ask CCQs 7.Draw a seating chart 8.Raise a problem 9.Design a picture slideshow 10.Set a topic 11.Promote thinking skills 12.Relate to next learning 13.Make menu explicit 14.Monitor group / pair / individual activities
  • Activity 3a: think & discuss Our lesson plan comes from 1. The textbook? 2. The curriculum (national / district / school)? 3. The unit plan? 4. The year plan? 5. Anything else?
  • Activity 3b: think & discuss Our lesson is primarily informed by 1. Content & skills students need to know? 2. A problem the teacher/s have detected? 3. The curriculum? 4. Anything else?
  • Activity 4 What makes resources have an impact in the lesson? (open discussion)
  • Digital big book task 1 Think of how / who / when your big book can be implemented (individual task 1)
  • Digital big book task 2 Think of how your big book could be edited changed a bit or completely changed: state arguments for your decisions. (individual task 2)
  • Considerations for your next lesson plan & big book design 1. Students (age, level, social context) 2. Problem addressed 3. Learning goal 4. Level 5. Language involved 6. Assessment
  • Planning for Learning Key words: learning, teaching, relationships, skills, contents, competencies*, design, resources November 2013 Postítulo TEFL. Universidad Alberto Hurtado. Facilitator: Mauricio Miraglia