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For GEPIK English Elementary Teachers Orientation in South Korea April 2012

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  1. 1. Teaching English to Korean Young Learners Aaron D. Jolly Korea TESOL Teacher Trainer
  2. 2. More Warm Up Discuss with your partner Hi, my name is ______.Nice to meet you. (I’m _______ NTMY2)I was wondering would you tell me about _______________________?~tell me a memorable school moment?~tell me about your favorite teacher?~tell me what ‘keys’ ingredients are?
  3. 3. My Cooperative Learning Rules(1) 1-2 minutes of teacher modeling(2) 30 seconds - 2 mins for 1st person, then call CHANGE!(3) Partner only listens (and nods…)(4) 30 seconds - 2 mins for 2nd person(5)Optional sharing if time
  4. 4. What are key ingredients?
  5. 5. Key Ingredients (1) Understanding Korean kids (2) Working with Korean co-teachers (3)How to be a happy & inspired teacher (4) Making fun & laughter in the class (5) Creating a student centered class (6) Lowering affective filters (fear & boring) (7) The 4 x 25% rule for course/class design (8) Bring your course-book alive adaptation (9) Using awesome MALL & Internet tools (10) DIY is best: The classroom is your canvas
  6. 6. (1) Understanding Korean Kids  Strong group mentality  Rice planting culture & Confucian training  Youngest kids want someone who is a mother or father figure  They expect teachers to be “god-like”  Too busy for homework sometimes
  7. 7. Tips for Teaching Korean Kids Always smile Be patient – takes time to get it right Never, ever shout - or be too nice Ask co-teachers to help Find your own management system Never admit failure Tune into your inner brilliance
  8. 8. (2) Working with co-Teachers Co-teachers will vary Ur key is compassion & care, interest Koreans very passionate - very quiet Some teachers are taught not to “interfere” with others Age is very important in Korea. If your colleague is older than you there may be a “respect gap” which you have to navigate carefully.
  9. 9. Tips for co-Teachers Always smile Be patient and realize it takes time Show how much you are interested in your students, and in Korea Be uber-polite and schedule time with them at their convenience. Dress for success, appearance, posture, voice tone - all the signs of professionalism as a public person.
  10. 10. Read tips fromexperienced teachers
  11. 11. Dress the part Who died and made you a banker Aaron?
  12. 12. (3) A Happy Teacher  Are you happy?  Are you healthy?  Are you smiling?  Are you organized?  Where are you on the Humanist v Behaviorists Continuum?  Intrinsic v Extrinsic Motivation
  13. 13. Video here
  14. 14. (4) Fun & Laughter
  15. 15. (5) Student Centered 80-20% rule. Possible? Nearly? Sometimes? Classroom organization Needs analysis Softening the environment Allow mistakes in the classroom
  16. 16. 80-20Rule
  17. 17. “As we start the new school year Mr. Smith I want you toknow that I am an Abstract-Sequential Learner and trustthat you will conduct yourself accordingly.”
  18. 18. (6) Affective Filters Student’s interests. Learner surveys. Asking for information before you make the PPTs. Following kids media, what kids play online etc. Knowing latest trends/music etc.
  19. 19. Student Centered
  20. 20. (7) Nation’s 25% Rule 25% meaningful input 25% language focused learning 25% meaning focused output 25% fluency development
  21. 21. Meaning-focused input teacher talk Reading & read alouds videos songs listening materials that are easy enough for most students to understand meaning.
  22. 22. Language focused learning = word study, grammar drilling, learning chants and songs teacher explaining cultural use of language, sentence building, practicing and memorizing the course- book dialogues.
  23. 23. Meaning-focused output= Students talking or writing about things that they are actually invested in, care about, have an interest-in. The focus is on task not on completing a task, not perfect language accuracy.
  24. 24. Fluency development = ery simple - 25% of all your class time should be student-centered review of previously learned material from within the class and from previous classes. They need practice with the language.
  25. 25. ConnectHow are the ideas connected to what you already know? I thought about how______. I already knew __________.I remembered _____________.
  26. 26. Extend: What new ideas did you get thatextended or pushed your thinking in new directions? I got new ideas about ________.I learned that ____________ which made me think that ___________.
  27. 27. 25%
  28. 28. (8) Adaptation &Supplementation
  29. 29. My favorite adaptation ‘keys’ Change the color of your textbook!
  30. 30. i. Using “Entry Points”. ii. 5 minute “Brain Based” activitiesiii. “Multiple Intelligence” lesson plans. iv. Cooperative Learning activities. v. “Thinking Routines” from HGSE. vi. Speaking frames using PPT
  31. 31. 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.
  32. 32. The entry point throughwhich learners respond to formal and sensory qualities of a subject or a work of art.http://brooklynartproject.ning.com/
  33. 33. 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
  34. 34. Is your dad like this?
  35. 35. Use all kinds of picturesWhat do you see, think, wonder?
  36. 36. The entry point through which learners respond to the narrative (story) elements of a subject or work of art.Theme: My house
  37. 37. Remember your audience!(Especially if you have 5th-10th graders?)Theme: Mixed schools vs. boys or girls only?
  38. 38. The entry point through which learners respondto aspects of a subject, or work of art that invite deductive reasoning ornumerical consideration.
  39. 39. 10,000 100,000 1 million 2 million 5 million 8 million Theme: Korea 2002 World 10 millionCup
  40. 40. 1. They are using sign language . 2. The girl is probably deaf. 3. The woman is a teacher/helper.Theme: Deaf children
  41. 41. The entry point through which learners respondto the broader concepts,or philosophical issues, raised by a subject or artwork.
  42. 42. 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 people drive like that?
  43. 43. The entry point throughwhich learners respond to a subject or work art by actually doing something with their hands or bodies.
  44. 44. *Play different trust games *Pretend to be blind (for unit on physically challenged kids)Theme: Friendship --- Caring/service
  45. 45. Adapted from WIDEWORLD professional development resources. http://www.wideworld.pz.harvard.edu/ These examples were excerpted and adapted from: Davis, J. (1996). The MUSE Book. Cambridge, MA: President and Fellows of Harvard College/Harvard Project Zero
  46. 46. Narrative & experiential
  47. 47. What is brain based learning?http://eduscapes.com/tap/topic70.htm
  48. 48. 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?
  49. 49. M.I. theory by Dr. Howard Gardner (1983), Professor of Education at Harvard University.
  50. 50. http://www.spannj.org/BasicRights/appendix_b.htm#test
  51. 51. Advantages: *Maximize student talking time. *Maximize interaction. Activity examples:Think Pair Share, Circle of Speakers, Circle of Writers, & Snowball.
  52. 52. From George Jacobs’s wonderful website:http://www.georgejacobs.net/index.html
  53. 53. List all the things you know about ants ( in 1 minute)Next, make a list with your partner… next share withthe two people next to you or behind you. No duplications please!
  54. 54. Think-Pair-Share I think _______________ is going to ________________________________.
  55. 55. Think-Pair-Share I think _______________ is going to ________________________________.
  56. 56. Think-Pair-Share I think _______________ is going to ________________________________.
  57. 57. http://www.pz.harvard.edu/Research/AERA06ThinkingRoutines.pdf
  58. 58. Core Routines: What make you say that? Think Puzzle Explore Think Pair Share Circle of viewpointsI used to think but now I think See Think Wonder Compass Points
  59. 59. http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html
  60. 60. See. Think. WonderThis one is so easy to use!
  61. 61. Connect Extend Challenge
  62. 62. Challenge
  63. 63. For heaven’s sake use PPT
  64. 64. Yes you can use PPT to make your own:Word/phrase cards& speaking frames
  65. 65. PPT Speaking Frame Example: Prof. Jolly’s Speaking Frames 2010
  66. 66. PPT Speaking Frame Example: Prof. Jolly’s Speaking Frames 2010
  67. 67. 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?
  68. 68. (9) Supplemental ‘keys’I use the 1 + 1 approach to add stuff!
  69. 69. Use Graded Readers!Graded Readers are “books prepared so that they stay within strictly limited vocabulary.” (Nation, 2001)
  70. 70. By Rob Waring (distributed in Korea by YBM Sisa)
  71. 71. a. Use Real-English.com to watch videos with subtitles, for all levels.b. Find video materials on DVD or that are level appropriate. c. EnglishCentral great example
  72. 72. http://jasonrenshaw.typepad.com/jason_renshaws_web_log/
  73. 73. Are you ?
  74. 74. 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?