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  1. 1. Teacher Attitudes (Maxims)
  2. 2. Aaron D. Jolly Hanseo University Korea TESOL Teacher Trainer
  3. 3. Couple of warm up videos <ul><li>Why study English? </li></ul><ul><li> </li></ul><ul><li>Why should we adapt and inspire #1? </li></ul><ul><li> </li></ul><ul><li>Why should we adapt and inspire efficiently #2? </li></ul><ul><li> </li></ul>
  4. 4. Teacher Attitudes (Maxims)
  5. 5. Warm Up Choose a question & discuss with your partner. *Tell me about a memorable lesson? *Tell me about your favorite teacher? *Tell me about your favorite memory? Hi, my name is ______. Nice to meet you. What’s your name? I was wondering would you tell me about _______________________?
  6. 6. 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>30 seconds - 2 minutes for 2 nd person. </li></ul><ul><li>Optional sharing if time. </li></ul>
  7. 7. Who am I? I resemble the thinker , therefore I am. (Rodin 1902, meets Descarte, 1637)
  8. 8. About me… I reflect therefore I teach. (Descarte 1637 meets Farrell 2008)
  9. 9. - Reflective teaching practice. -Multiple intelligence theory. -Learner training/student centered. -Promoting acquisition over learning -Input based approaches like ER & EL
  10. 10. 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>
  11. 12. These guys need to warm-up too. What do you see, think, wonder?
  12. 14. 1 -Is the motivation OK in my class? 2. Is my classroom management OK? 3. Am I promoting classroom English? 4. Am I adapting the textbook enough? 5. Am I supplementing the textbook?
  13. 15. Textbook Adaptation Change the color of your textbook!
  14. 16. 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
  15. 17. 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 .
  16. 18. The entry point through which learners respond to formal and sensory qualities of a subject or a work of art.
  17. 19. 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
  18. 20. <ul><li>Is your dad like this? </li></ul>
  19. 21. Use all kinds of pictures What do you see, think, wonder?
  20. 22. The entry point through which learners respond to the narrative (story) elements of a subject or work of art. Theme: My house
  21. 24. Remember your audience! (Especially if you have 5 th -10th graders?) <ul><li>Theme: Mixed schools vs. boys or girls only? </li></ul>
  22. 25. The entry point through which learners respond to aspects of a subject, or work of art that invite deductive reasoning or numerical consideration .
  23. 26. 10,000 100,000 1 million 2 million 5 million 8 million 10 million Theme: Korea 2002 World Cup
  24. 27. 1. They are using sign language . 2. The girl is probably deaf. 3. The woman is a teacher/helper. Theme: Deaf children
  25. 28. The entry point through which learners respond to the broader concepts, or philosophical issues, raised by a subject or artwork.
  26. 29. 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 you drive like that?
  27. 30. The entry point through which learners respond to a subject or work art by actually doing something with their hands or bodies.
  28. 31. *Play different trust games *Pretend to be blind (for unit on physically challenged kids) Theme: Friendship --- Caring/service
  29. 32. Adapted from WIDEWORLD professional development resources. These examples were excerpted and adapted from: Davis, J. (1996). The MUSE Book . Cambridge, MA: President and Fellows of Harvard College/Harvard Project Zero
  30. 33. Narrative & experiential
  31. 34. What is brain based learning?
  32. 35. 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?
  33. 36. M.I. theory by Dr. Howard Gardner (1983), Professor of Education at Harvard University.
  34. 40. 1. Using MI inventories , to evaluate students learning styles. 2. Creating a mix of different activities based on an MI lesson plan schema .
  35. 41.
  36. 42. 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.
  37. 43.
  38. 44. Advantages: *Maximize student talking time. *Maximize interaction. Activity examples: Think Pair Share, Circle of Speakers, Circle of Writers, & Snowball.
  39. 45. From George Jacobs’s wonderful website:
  40. 46. 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!
  41. 47. Think-Pair-Share I think _______________ is going to ________________________________.
  42. 50. Think-Pair-Share I think _______________ is going to ________________________________.
  43. 55. Think-Pair-Share I think _______________ is going to ________________________________.
  44. 56.
  45. 57. <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>
  46. 58.
  47. 60. See. Think. Wonder This one is so easy to use!
  48. 62. Connect Extend Challenge
  49. 63. <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>
  50. 64. <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>
  51. 65. <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>
  52. 66. Connect Extend Challenge
  53. 67. Challenge
  54. 68. For heaven’s sake use PPT
  55. 69. Yes you can use PPT to make your own: <ul><li>Word/phrase cards </li></ul><ul><li>& speaking frames </li></ul>
  56. 70. PPT Speaking Frame Example: <ul><li>Prof. Jolly’s Speaking Frames 2010 </li></ul>
  57. 71. PPT Speaking Frame Example: <ul><li>Prof. Jolly’s Speaking Frames 2010 </li></ul>
  58. 72. 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.
  59. 73. 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?
  60. 74. Part 5: Textbook Supplementation Use the 1 + 1 approach to add stuff!
  61. 75. 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
  62. 76. 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>
  63. 77. Use Graded Readers! Graded Readers are “books prepared so that they stay within strictly limited vocabulary.” (Nation, 2001)
  64. 78. a. Use 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  
  65. 79.  
  66. 80.  
  67. 81.  
  68. 82.   By Rob Waring (distributed in Korea by YBM Sisa)
  69. 83.  
  70. 84. <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>
  71. 85. <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>
  72. 86. Play video if time
  73. 87.
  74. 88. How to Teach English with Technology (Gavin Dudeney and Nicky Hockly 2007)
  75. 90. 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>
  76. 91. 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>
  77. 92.
  78. 93.
  79. 94.
  80. 95. 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?
  81. 96.
  82. 97. Yes, you may George, but come back quickly!