SCHOOL EXCHANGESCHOOL EXCHANGECarlos Giménez (Centre Estudis Mollet)Laia Prat (Escola Abat Marcet)Practicum V – Melinda Do...
CONTEXTCONTEXTCENTRE D’ESTUDIS MOLLETIndependent / semi-privateschoolOne class per grade1 English teacher (P3 – 6th)2nd gr...
DESCRIPTION OF THE ACTIVITYDESCRIPTION OF THE ACTIVITY
DESCRIPTION OF THE ACTIVITYDESCRIPTION OF THE ACTIVITY Description of the session.-First reading of the story showing fla...
THEORETICAL BACKGROUNDTHEORETICAL BACKGROUNDMary Slattery & Jane Willis (2001) Stories are interesting, enjoyable and fun...
DISCUSSIONDISCUSSIONGENERAL SUMMARYSATISFIED WITH THE RESULTS OF THEIMPLEMENTATION.POSITIVE ATTITUDE AND PARTICIPATION...
CRITICAL INCIDENCESCRITICAL INCIDENCES The tale is suitable and fun but maybe a bit repetitive. It waseasy for children t...
CRITICAL INCIDENCESCRITICAL INCIDENCES
WHAT HAVE WE LEARNT?WHAT HAVE WE LEARNT?2 teachers in class makes activities much easier. Andrea Honigsfeld & Maria Dove...
REFERENCESREFERENCES Ellis, G., & Brewster, J. (2002). Sortytellingmethodology. In G. Ellis, & J. Brewster, Tell it again...
THANK YOUTHANK YOUFOR YOU ATTENTIONFOR YOU ATTENTION
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  1. 1. SCHOOL EXCHANGESCHOOL EXCHANGECarlos Giménez (Centre Estudis Mollet)Laia Prat (Escola Abat Marcet)Practicum V – Melinda Dooly
  2. 2. CONTEXTCONTEXTCENTRE D’ESTUDIS MOLLETIndependent / semi-privateschoolOne class per grade1 English teacher (P3 – 6th)2nd grade – 25 childrenESCOLA ABAT MARCETState schoolTwo classes per grade4 English teachers1st grade – 27 children
  3. 3. DESCRIPTION OF THE ACTIVITYDESCRIPTION OF THE ACTIVITY
  4. 4. DESCRIPTION OF THE ACTIVITYDESCRIPTION OF THE ACTIVITY Description of the session.-First reading of the story showing flashcards of eachanimal while reading.-Review of the vocabulary of the book (animals andcolors)-Second reading of the story making mistakes on purpose.-”Creating our own story” Set up:-Materials: Book and Flashcards (pictures of the animalsand typed names of each one)
  5. 5. THEORETICAL BACKGROUNDTHEORETICAL BACKGROUNDMary Slattery & Jane Willis (2001) Stories are interesting, enjoyable and fun. Help children revise language they are familiar with. Work on intonation and pronunciation by listening. Help children relate new things to what they know already. Can be told with pictures and gestures to help them understand an specificcontent or area.Ellis and Brewster (2002) Good for reinforce concepts already taught like colour, size or shapeSubjective theories: Students have worked on this content (colours and animals) during the course. Since it was a short activity, we considered the storytelling a suitable activity.
  6. 6. DISCUSSIONDISCUSSIONGENERAL SUMMARYSATISFIED WITH THE RESULTS OF THEIMPLEMENTATION.POSITIVE ATTITUDE AND PARTICIPATIONGOOD COORDINATIONDIFFERENT MANAGEMENT OF THE CLASSTUTOR’S FEEDBACK
  7. 7. CRITICAL INCIDENCESCRITICAL INCIDENCES The tale is suitable and fun but maybe a bit repetitive. It waseasy for children to get distracted. The story is not real, there is not a real plot. Maybe it would had been interesting to use a interactiveboard for story telling. We didn’t have a whiteboard in oneof the schools though. The class of Laia’s school was bigger, and we noticed thatthis fact affected to children’s attention. In both schools, students presented some difficulties tounderstand the second activity on retelling the storycorrecting our mistakes.
  8. 8. CRITICAL INCIDENCESCRITICAL INCIDENCES
  9. 9. WHAT HAVE WE LEARNT?WHAT HAVE WE LEARNT?2 teachers in class makes activities much easier. Andrea Honigsfeld & Maria Dove (2008). Co-teaching can: (a) become an effective support for inclusive practices to accommodate theneeds of diverse English Language learners (b) help all students meet national, state, and local standardsThese activities make students be more engaged.It is nonetheless essential to choose the suitablestory depending on the characteristics of thegroup.The use of storytelling in the class should be morespread in schools.
  10. 10. REFERENCESREFERENCES Ellis, G., & Brewster, J. (2002). Sortytellingmethodology. In G. Ellis, & J. Brewster, Tell it again! Thenew storytelling handbook for primary teachers (pp. 1-47).Harlow: Penguin English. Honigsfeld, A & Dove, M (2008). Co-teaching in the ESLClassroom. Delta Kappa Gamma Bull 74 no2 Wint 2008 Slaterry, M., & Willis, J. (2001). Reading and tellingstories. In M. Slaterry & J. Willis. English for primaryteachers (pp. 96-119). Oxford: Oxford University Press.
  11. 11. THANK YOUTHANK YOUFOR YOU ATTENTIONFOR YOU ATTENTION

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