This lesson plan is for a Year 10 English class on teaching word meanings. The class has 24 students, with 16 female students and 8 male students. The lesson plan aims to provide opportunities for students to practice and be tested on vocabulary words they are learning to widen their vocabularies. The learning intention is for students to define and understand word meanings. Strategies include using prior knowledge, competition to motivate students, and group and pair work. Resources include a PowerPoint, computer, projector, and quiz sheets. The teaching sequence involves welcoming students, taking roll, explaining the lesson, putting students into groups for a quiz, changing groups, and another quiz with rewards for high scores. The assessment is word definition quizzes
USE OF RUBRICS IN AN EDO “FACE TO FACE” SESSION
Jornada Escolar Completa - Inglés
Dirección de Educación Secundaria
Workshop objectives
To know about the concept about rubrics and the benefits of using them for teachers and students.
To exemplify with the use of the rubrics in the assesss of speaking and writing activities in EDO sessions.
USE OF RUBRICS IN AN EDO “FACE TO FACE” SESSION
Jornada Escolar Completa - Inglés
Dirección de Educación Secundaria
Workshop objectives
To know about the concept about rubrics and the benefits of using them for teachers and students.
To exemplify with the use of the rubrics in the assesss of speaking and writing activities in EDO sessions.
Additional Resources:
Website for Making Rubrics: www.rubistar.org
Create Your Own Board Game Competition - 2016 Winners: https://americanenglish.state.gov/create-your-own-board-game-competition
Teacher hand out problem solving bouira march 2018Mr Bounab Samir
Most teachers feel anxious about problem solving situations .
To clarify this some important questions must be raised :
:
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
by Mr Samir Bounab ( teacher trainer)
Why should English language teachers add something new to their instructional strategies and classroom routines? In this webinar, teachers learn the difference between summative and formative assessments, discover how they are already using formative instruction, and learn new formative assessments strategies. Teachers learn how to choose a formative assessment strategy to inform their instructional practices and to increase student learning, engagement, and involvement in their learning.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
How do you know you are reaching your English proficiency goals with your students?
More importantly, how do your students know what and how they are learning?
The video of the webinar is available in this link: https://youtu.be/-_i0u_6jqAI
Other resources mentioned during the presentation are here: https://goo.gl/jqhIFM and
https://www.youtube.com/watch?v=plMyVJnmdGg
Additional Resources:
Website for Making Rubrics: www.rubistar.org
Create Your Own Board Game Competition - 2016 Winners: https://americanenglish.state.gov/create-your-own-board-game-competition
Teacher hand out problem solving bouira march 2018Mr Bounab Samir
Most teachers feel anxious about problem solving situations .
To clarify this some important questions must be raised :
:
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
by Mr Samir Bounab ( teacher trainer)
Why should English language teachers add something new to their instructional strategies and classroom routines? In this webinar, teachers learn the difference between summative and formative assessments, discover how they are already using formative instruction, and learn new formative assessments strategies. Teachers learn how to choose a formative assessment strategy to inform their instructional practices and to increase student learning, engagement, and involvement in their learning.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
How do you know you are reaching your English proficiency goals with your students?
More importantly, how do your students know what and how they are learning?
The video of the webinar is available in this link: https://youtu.be/-_i0u_6jqAI
Other resources mentioned during the presentation are here: https://goo.gl/jqhIFM and
https://www.youtube.com/watch?v=plMyVJnmdGg
1. LESSON PLANNER
Discipline: English Class level: y10
Topic (What you are teaching): Word meanings.
Rationale (Main purpose in teaching lesson, description of class and likely learning needs/issues of
students): This is the top stream y10 English class, but students vary quite a bit in ability. There
are twenty four students in the class. Two thirds of the class are female (16) and one third are
male (8). Students are currently working on widening their vocabulary, so providing
opportunities where students can use and be tested on the words they are learning is important.
Curriculum
Level: 5
Strand(s)/Achievement Objectives:
-integrates sources of information and prior knowledge purposefully and confidently
to make sense of increasingly varied and complex texts.
-selects and uses appropriate processing and comprehension strategies with
confidence.
- uses an increasing vocabulary to make meaning.
Learning intention:
We are learning to: Define and
understand the meanings of
words.
Context:
Definitions.
Success criteria:
We know we have been successful when: We
have completed the group and pair quiz.
Strategies for a Safe Learning Environment:
-Make sure the class is settled before any instructions are given.
-Use the count down from 5 strategy to get their attention.
- Give clear instructions.
Strategies for teaching (how you will motivate and engage students):
-Use of prior knowledge: using and building on what students already know. Using the principle of
Ako (to teach and learn).
-Use competition to motivate the students.
-Use of group and pair work which relates to the Maori principle Ata - The Principle of Growing
Respectful Relationships.
EPOL 342 Assignment 1, 2009
2. Resources:
Power point presentation.
Computer.
Projector.
Quiz answer sheet.
Name to put students into groups.
Prizes.
Teaching and Learning Sequence:
3 minutes: Welcome students as they enter and make sure they are settled.
1 minute: Take the roll.
2 minutes: Explain what we are going to do.
1 minute: Draw out and get students into groups of four.
1 minute: Make sure students are settled, explain any last instructions and hand out quiz sheets. Get
students to write names on sheets.
2 minutes: Run through the first 15 questions.
3 minutes: Instruct students to hand sheet to the group next to them to be marked. Go through the
answers.
1 minute: Collect in sheets and get groups to divide into pairs.
1 minute: Make sure students are settled and hand out second quiz sheets. Get students to write
names on sheets.
2 minutes: Run through the second 15 questions.
3 minutes: Instruct students to hand sheet to the group next to them to be marked. Go through the
answers.
1 minute: Collect in sheets.
Give rewards to groups who got 100%.
Assessment Focus:
Word definition group and pair quizzes.
Evaluation/notes to inform future teaching (e.g., successes, struggles, peer feedback, implications):
EPOL 342 Assignment 1, 2009