SCHOOL EXCHANGESCHOOL EXCHANGECarlos Giménez (Centre Estudis Mollet)Laia Prat (Escola Abat Marcet)Practicum V – Melinda Dooly
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
DESCRIPTION OF THE ACTIVITYDESCRIPTION OF THE ACTIVITY
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)
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.
DISCUSSIONDISCUSSIONGENERAL SUMMARYSATISFIED WITH THE RESULTS OF THEIMPLEMENTATION.POSITIVE ATTITUDE AND PARTICIPATIONGOOD COORDINATIONDIFFERENT MANAGEMENT OF THE CLASSTUTOR’S FEEDBACK
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.
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 standardsThese 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.
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.
THANK YOUTHANK YOUFOR YOU ATTENTIONFOR YOU ATTENTION