This seminar discusses using ice breakers and warm ups in teaching to help students relax and learn more effectively. Ice breakers at the beginning of class help students get to know each other, while warm ups activate students' prior knowledge on the day's topic. Best practices include keeping activities short and fun, using both speaking and non-verbal activities, and connecting warm ups to the lesson. The document also discusses characteristics and approaches for teaching teenagers aged 12-17, including encouraging independence, group work, and connecting to students' interests. Examples are given of project-based learning activities and their benefits for developing 21st century skills.

1. Summarizing WebinarsShaping our way to teach

2. BYTHE END OF THIS SEMINAR, YOU WILL BE ABLE TO:i.Define and distinguish between ice breakers and warm upsii.List the reasons for using ice breakers and warm upsiii.Identify best practices, including when and how to use activities with teensiv.Create a list of some examples PBL

3. According to brain-based learning theory, we learn better when we are relaxed The human brain functions more effectively and at a higher level when stress is reduced

4. Theory 1: Activity is learningTheory 2: Learning involves the whole body/mindTheory 3: Learning is shared

5. Ice breakers are a way for learners to get to know each other

6. ICEBREAKERSMust Enable students to get to know each other Allow for plenty of communicationShould Be easy activities with few rulesBe fun!Can Be loud or quiet activitiesUse speaking, listening, reading and/or writingBe separate from lessonInvolve mother tongue

7. Examples Question swampFind someone who…Picture meLine upBall toss

8. WARM UPS•Set the tone for the lesson •Focus learners on the class •Activate learners’ schema •Introduce topic for the day •Provide structure to lesson •Create autonomy

9. WARM UPSMust be In EnglishShould be Kept under 10 minutesEasy activities with few rulesConnected to the lesson CommunicativeCan beLoud or quiet activitiesSpeaking and listening or reading and writing

10. WHEN DO WARM UPS?At the beginning of any classTo give the students a breakBefore starting a new topic or grammar pointTo wake up sleepy students

11. Examples Circulating storyListening for a songReading for a storySentence completionWho am I?Simon saysWhat do these objects have in common?

13. 12-14 years•Natural egoism•Emotional and melodramatic•Extreme physical changes•Sensitive to appearance•Want to belong to the “pack”•Influenced by peers and fads•Wavering between independence and need for security•Think they have “figured things out”•Strive to create a “system” to analyze what they see•Test hypotheses and think critically about abstract ideas and concepts•Strong opinions•See things in black and white

14. 14-17 years•Physically mature•Able to work independently•Good planners and can manage group work without much supervision•Less reliant on the group for support•More focus on individual relationships•Stronger sense of place in society•Aware of the opposite sex and begin to mix groups (girls and boys)•Understand there is not only one answer to every question and not everything is black and white

15. APPROACH TO TEACHING TEENSEngage teens by creating language awareness activities which foster an understanding of, and an interest in, how language function.Encourage students to become precise critical thinkers and to link their language study to other areas of their education.Promote group work and collaborative learning through class projects.(LEWIS, 2007)

16. 12 things to keep in mindBring (pop) music into the classroom2.Find cool, up-to-date topics3.Use group work4.Use role-play activities5.Encourage learner autonomy6.Find ways to bring in students’ outside interests7.Liven up your class with variety and humor8.Give students a chance to move around9.Use effective classroom management10.Use of mother tongue strategically11.Use games and competition12.Use project work

17. PUTTING THE LEARNER AT THE CENTER (LEWIS, 2007)Take an interest in your students’ lives:“Teenagers, especially younger ones, are the center of their own attention. Ask questions about the student. How do they feel? What do they think?”Encourage students to be honest and candid:“Afford opportunities for students to express their opinions.”Make students responsible for their actions:“Teenagers strive to be independent. They want more responsibility. Grant this and all the rights and obligations it implies, but hold students accountable for both their work and their behavior.”Get students involved in setting class goals:“Negotiate the syllabus with your students. Allow students to make suggestions about how to conduct activities… Give students choices.”

18. Examples of activitiesThe director’s cutSample DialogueReal life communicationPersonal storiesNon-verbal storytellingDigital storiesTeacher for a dayProject based instruction

19. BENEFITS OF PBLEnabling students to make and see connections between disciplinesProviding opportunities to contribute to their school or communityIncreasing self-esteem. (Jobs for the Future, n.d.)Allowing children to use their individual learning strengths and diverse approaches to learning(Thomas, 1998)Providing a practical, real-world way to learn to use technology (Kadel, 1999; Moursund, Bielefeldt, & Underwood, 1997).

20. BENEFITS OF PBLEnabling students to make and see connections between disciplinesProviding opportunities to contribute to their school or communityIncreasing self-esteem. (Jobs for the Future, n.d.)Allowing children to use their individual learning strengths and diverse approaches to learning(Thomas, 1998)Providing a practical, real-world way to learn to use technology (Kadel, 1999; Moursund, Bielefeldt, & Underwood, 1997).

21. Develops 21st-Century SkillsCollaborationProblem solvingNegotiatingCritical thinkingDigital literacyGlobal awarenessAdaptability/self-direction

22. Sources of Feedback1.Teacher: teacher gives summative and formative feedback.2.Peer: students give each other feedback about content and form.3. Self: students reflect on what they did, what went well and what they might change

23. Thank you for your attention