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[RELO] Planning an Immersion English Institute for Teachers

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Presented by Debra Burgess, Senior English Language Fellow, and English Teachers Stefany Espinel and Veronica Huaman. You can watch this video following this address http://youtu.be/G9sFm9KDewA

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[RELO] Planning an Immersion English Institute for Teachers

  1. 1. Planning an Immersion English Institute for Pre-service and In- service Teachers Debra Burgess Stefany Maira Espinel Chávez Verónica Mariela Huamán Barriga
  2. 2. Talking Heads What opportunities do your students have to practice English with native speakers outside of the classroom in authentic situations?
  3. 3. Goals  Learn to design and implement a three or five day ELT themed based immersion institute for pre service and in service teachers  Explore best practices that focus on communicative approaches, integrated language skills and culturally relevant lessons
  4. 4. Why an Immersion Institute?  Few opportunities for students and teachers to interact in the target language and gain communicative and social confidence.  Little exposure to the target culture.
  5. 5. “Genius is one percent inspiration, ninety-nine percent perspiration.” Thomas Alva Edison
  6. 6. Inspiration
  7. 7. Perspiration  Proposal and presentation  Planning  Location  Recruitment of Students  Budget  Curriculum  Scheduling
  8. 8. What kind of issues or obstacles might you need to consider in your planning?
  9. 9. “Begin with the End in Mind” Stephen Covey The 7 Habits of Highly Effective People Students:  Gain communicative and social confidence in English  Lesson Planning Teachers:  plan curriculum and model and implement appropriate lessons using communicative based activities  deliver lessons that are culturally relevant and emphasize tolerance and appreciation of both Peruvian and United States cultures.
  10. 10. Planning
  11. 11. “In my opinion, we as English teachers have to focus not only on ‘teaching English,’ but also how this language could be applied and how it is going to change their lives.” -Carlos Choquehuanca
  12. 12. Monday-Feb. 3- Travel Tuesday-Feb. 4- Tradition/Culture Wednesday- Feb. 5- Environment Thursday- Feb. 6-Leaders Friday- Feb. 7-Conclusion Vacations Food/Holidays (Rosario) Pollution/Animals (Jony) Qualities/Skills (Rodrigo) Reflective Writing (Debra) Seasons (Rosario) Music (Micah) 3 Rs (Verónica) Leaders in History/Today Final Lesson Plan Clothing (Evelyn) Sports/Games (Verónica) Global Warming (Morgan) Teacher as Leader (Evelyn) Final Community Building Debriefing- LP Debriefing- LP Debriefing- LP Debriefing- LP Theme: School’s Out, Learning is In
  13. 13. Theme Ideas?  What themes or topic would you choose to organize an immersion institute in your country?
  14. 14. “My experience at Camp Joy was so fantastic because I learned many topics and different dynamics that each teacher showed.” -Tania Denos
  15. 15. Types of Production  Monday: Informative Writing  Tuesday: Narrative Writing/Storytelling  Wednesday: Persuasive Writing/Speech  Thursday: Discourse/Informative/Persuasive Speech  Friday: Reflective/Educational Writing
  16. 16. Hour 8:30 a.m Assembly Debra and Robert 9-9:55 Language Class Debra/Rodrigo- Assembly Group #1 Ryan/Elena Group #2 Micah /Rosario Group #3 Morgan/Verónica Group #4 Evelyn/Stefany Group #5 10-10:55 Activity Vacations Robert/Ryan Group #1 & 2 Seasons Rosario/Morgan Group #3 & 4 Clothing Evelyn/Elena Group #5 11:00-11:55 Vacations Ryan/Robert Group #5 Seasons Rosario/Morgan/Rodrigo Group #1 &2 Clothing Stefany/Elena/Micah Group #3 & 4 12:00-12:30 LUNCH 12:35-1:30 Vacations Robert/Stefany Group #3&4 Seasons Rosario/Rodrigo Group #5 Clothing Verónica/Elena Group #1 & 2 1:30-2:30 p.m. Debriefing- Lesson Planning Debra/Rodrigo- Assembly Group #1 Ryan Group #2 Micah Group #3 Morgan/Verónica Group #4 Evelyn/Stefany Group #5 Daily Schedule and Topics Travel
  17. 17. Assembly
  18. 18. Language Class
  19. 19. Activity Classes
  20. 20. Activity Classes
  21. 21. Debriefing/Lesson Planning
  22. 22. Monday-Feb. 3- Travel Tuesday-Feb. 4- Tradition/Culture Wednesday- Feb. 5- Environment Thursday- Feb. 6-Leaders Friday- Feb. 7-Conclusion Vacations Food/Holidays (Rosario) Pollution/Animals (Jony) Qualities/Skills (Rodrigo) Reflective Writing (Debra) Seasons (Rosario) Music (Micah) 3 Rs (Verónica) Leaders in History/Today Final Lesson Plan Clothing (Evelyn) Sports/Games (Verónica) Global Warming (Morgan) Teacher as Leader (Evelyn) Final Community Building Debriefing- LP Debriefing- LP Debriefing- LP Debriefing- LP Theme: School’s Out, Learning is In
  23. 23. CHALLENGES  Location  Staffing  Food  Dates  Technology
  24. 24. What our Students Taught Us
  25. 25. “From the first day, I felt really happy, everyone here was kind. All these people made me feel more comfortable with my English, and now I can say that I feel prepared to be a proud English teacher.” -Dayane Villanueva
  26. 26. This experience was like being over the moon. It was meaningful. Teachers, co facilitators in one way they are awesome. This kind of opportunities make us grow as teachers as humans and also as a country
  27. 27. Three Day Residential Immersion  Youtube.com for video
  28. 28. Five Day vs. Three Day PROS Five Days:  Ss had more time to organize different types of lesson plans in the five days  More topics and information to share  More processing time Three Days:  Level of Language  Residential Setting  More time for collaboration at night  Rich for intercultural exchange CONS Three Day:  Less time for lesson planning and themes  Expense and travel
  29. 29. “Education is not the filling of a pail, but the lighting of a fire.” -William Butler Yeats
  30. 30. Contacts  Debra A. Burgess, Ed.D Senior English Language Fellow ecuadream@charter.net  Verónica Huamán Barriga, Instructor, IESPA vero_aqp1@hotmail.com  Stefany Espinal Chávez, Instructor, UNSA stefmaira@gmail.com

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