TeacherTraining.pptx

Welcome! Week 1, Class 1
Teacher Education &
Training:
English for Academic
Purposes

Personal Introductions
Please Introduce Yourself
•What is your name?
•What are your hobbies?
•What do you teach at
AzMIU?
•What is your favorite thing
about teaching?

In this classroom…
•At American, Canadian, and many western
European universities, students are required to
actively share in the learning process by engaging
and participating in meaningful class discussions
and debates about class topics. When students
have questions or are asked to speak, they may do
so freely. Speaking and asking questions is
encouraged, and should be done often.

Before we
continue, are
there any
questions?

Let’s Discuss…
• Are your students learning in your classes?
• What strategies are you using to help your students learn?
• How do you know the strategies you are using are
effective for learning?
• Is your classroom learner-centered or teacher-centered?
• Which do you think is better for learning and why?

Teacher Centered Classrooms
Positives (Pros) Negatives (Cons)
• Teacher-centered classroom can be
orderly and under control.
• Because students learn on their own, they
learn independence and make their own
decisions.
• Since classroom activities are done solely
by the teacher, they don’t have to worry
that students will miss important topics.
• Students don’t learn to collaborate with
other students, and their communication
skills could suffer.
• Teacher-centered instruction can be
boring for students.
• Teacher-centered instruction doesn’t
allow students to express themselves, ask
questions, and direct their own learning.
In the teacher-centered classroom, students put all of their focus on the teacher.
Students work alone, and collaboration is usually discouraged.

Learner Centered Classrooms
Positives (Pros) Negatives (Cons)
• Students learn important communicative and
collaborative skills through group work.
• Students learn to direct their own learning, ask
questions, and complete tasks independently.
• Students are more interested in learning activities
when they can interact with one another and
participate actively.
• Teachers may have to manage all students’ activities at
once. This can be difficult when students are working on
different stages of the same activity.
• Because the teacher doesn’t always deliver instruction
to all students at once, some students may miss
important facts.
• Some students prefer to work alone, so group work can
become problematic.
In learner-centered classrooms, students and instructors share the focus.
Group work is encouraged, and students learn to collaborate and communicate with each
another.

Making a Decision:
•Teachers in western culture have moved toward
a learner-centered approach. But in some cases,
it is best for teachers to use a combination of
approaches to ensure that all student needs are
met. In classrooms, teachers should employ a
combination of both areas to ensure that
students develop different learning styles at the
same time.

How to Assess Student Learning:
Diagnostic Scoring

How to Assess Student Learning:
ONE-MINUTE ESSAY
•Today I learned…
•I am confused about…
•I would like to know more about…

Teacher Education &
Training:
Purposes

Teacher Training:
Fishbowl Discussions

What is a
Fishbowl
Discussion?
• A Fishbowl discussion is a dialog
format consisting of an inside
circle and an outside circle. It is
often done when discussing
topics within larger groups. The
advantage of the Fishbowl is that
it allows the entire group to
participate in a conversation
both directly (as speakers) and
indirectly (as listeners, writers).

Preparing for
a Fishbowl
Discussion
Assign 1-2 readings (articles, chapters)
for homework before the next class
(TED Talks are also appropriate). Some
of my favorites are:
The Guardian
The Boston Globe
The New York Times
The New Yorker
Harvard Business Review
Newsela (beginner, intermediate)

The Fishbowl
Goal
•Engage all students in a
range of collaborative
discussions with diverse
partners on assorted
topics, texts, and issues,
building on others’ ideas
and expressing their own
clearly.

The Fishbowl
Goal
• How do we make this happen?
• Ask students to debrief the content of
what they were asked to study for
homework, and share their thoughts,
ideas, and opinions (likes, dislikes,
agreements, disagreements, etc.) with
each other about the assigned topic with
explanations.
• Encourage students to ask each other
relevant questions they have about the
topic to their peers in the inside circle.

What Does a Fishbowl Discussion Look Like?
Speakers
Listeners/Writers
Instructor

How Else Can a Fishbowl Look?
(Adapted according to AzMIU seating)

What is
Needed for
a Fishbowl?
• 1-2 Essential Questions/Discussion Topics
• Ex. [Business Speaking] Topic: Affirmative Action
If an organization wants to increase intellectual
diversity, is it reasonable to use race and gender as
markers for how people think, or does that just
perpetuate racial and gender stereotypes?
• Sticky Notes and/or Index Cards
• Students listening to the discussion in the outside
circle should write notes on their partners speaking
content, language use, and any constructive
feedback they wish to provide to their partner
(voice inflection, volume, participation, etc.)

Conclude the
Discussion With
Personal Feedback
 When the second
group is done
speaking, have
them turn to their
observers for
feedback.

Let’s
Practice!
Fishbowl
Discussion
• Group 1:
In what ways could Azerbaijan’s
education system benefit from
making English language teaching
and learning more accessible to
students? How could this be done?
How would Azerbaijan benefit from
having a larger, bilingual English-
speaking population?
Would or does the Azeri public
support initiatives to strengthen
English language speaking in schools
or job sectors?

Let’s
Practice!
Fishbowl
Discussion
•Group 2:
What are the benefits of being
bilingual?
In what ways has being bilingual
helped you personally,
professionally, etc.?
Would you support the idea of
bilingual (i.e. Azerbaijani, English)
schooling in Azerbaijan’s education
system? Why or why not?

One-Minute
Essay
•I would like to know
more about…

Teacher Education &
Training:
Purposes

Discussion-Based
Learning:
The “Harkness”
Method

The Harkness
Discussion
•The Harkness discussion is a
classroom discussion model
discovered by Edward
Harkness, a man who
believed learning should
be a democratic affair, is a
simple concept: All
students and one teacher
sit around a circular table
and discuss the subject at

What is the
Harkness
Method
• Put simply, a small group of students and
a teacher sit around a table and discuss
an issue.
• Crucially, students lead the discussion
themselves with minimal input from the
teacher. The teacher is in a mode of
observation, ready to feedback on the
performance of the group.
• The discussion will focus on a shared
stimulus; be it a chapter from a book, an
article, a podcast or video clip.
• One approach to Harkness is to get the
students to formulate their own questions
and opinions from this stimulus. However,
I prefer to set a question that a
discussion can be framed around.

What Does
the Harkness
Method Do?
• Making new valid points that move the
discussion on.
• Supporting other people’s points effectively.
• Challenging other people’s points effectively.
• Specific evidence is used to
support/challenge points.
• Evaluating the significance/importance of
points/factors that are discussed.
• Making links between topics (could be
between different examples and different
theories)
• Reaching judgements.
• Involving people who have not been involved
so much.

Types of
Discussion
Questions
• Factual-According to the textbook...As stated
by… Based on the events…
• Remembering-List examples of…. Identify
how._____ was used… Define the term___
story… Name one character who…
• Understanding-Summarize… Explain…
Interpret… Infer...Restate in your own
happened when...compare and contrast_______
• Applying-Apply one theme or lesson in this
story to…
• Analyzing-Compare and Contrast...Organize
events by…
• Evaluating-Defend a characters actions by…
Justify the statement...Evaluate the

What is a
Roundtable
Discussion
• A roundtable discussion is an
organized conversation with
one moderator, several
chosen speakers that bring a
variety of perspectives to a
subject, and an audience who
may simply observe or
participate by asking
questions. Some classrooms
use the roundtable discussion
format as a breakout exercise
before a lecture.

Let’s Practice! – Harkness Discussion
Compare the black and
white photo to the color
portrait. Do both photos
look the same? Do they
evoke the same feelings?
Do they deliver the same
message to you, the
viewer? What message or
messages to each or both
convey? What other
similarities can you
identify? Which picture do
you like more and why?

Teacher Education &
Training:
Purposes

Turn and Talk
After learning a few a ways to foster a learner centered,
discussion-based classroom (Fishbowl, Harkness, Roundtable),
discuss with a partner:
•What topics you are currently learning about in your classes?
•Which discussion(s) do you think might be appropriate for
the topic(s) you are teaching?
•Why do you think this type of discussion would be best for
student learning?
•Be prepared to share what your partner shared with you

The Science of Classroom Seating
How seating arrangement can improve language, learning, and instruction.

Discuss!
•Do Seating Arrangements have an
Impact on Student Learning?
•If so, how?

•According to various studies, seating
arrangements may be a cause for a
decline of student performance with
regards to:
•Attention span
•Concentration
•Comprehension
•Retaining of information

Traditional Model
•Designed to allow educators to
utilize the entire space of the
classroom while teaching, help
students with their work, or adjust
movement to make any corrections
with ease. Walking between
students helps teachers serve as a
reminder to students that they are
expected to continue working.

Roundtable
•Designed to facilitate the flow of
ideas, thoughts, and expressions.
Students have a clear view of the
person expressing their opinions;
educators suing a circle seating
arrangement find it easy to control
the discussion and can motivate
passive students to pitch in.

Horseshoe or Double Horseshoe
•Is best when there are audio-visual
aids, interactive boards, etc. are being
used. This ensures clear visibility for
every student. Teachers can maintain
eye contact with all students and also
check to see that they are being
attentive. This arrangement can
assist in managing the class flow as
students are in the open and their
actions can be observed.

Discuss!
•Does Class Size Impact Student
Learning?
•If so, how?

What Research Says
•The most influential and credible study of class-size reduction
(CSR) is the Student Teacher Achievement Ratio (STAR)
study which was conducted in the late 1980s. In this study,
students and teachers were randomly assigned to a small
class, with an average of 15 students, or a regular class, with
an average of 22 students. This large reduction in class size
(7 students, or 32 percent) was found to increase student
achievement by an amount equivalent to about 3 additional
months of schooling four years later.

One-
Minute
Essay
•I would like to know
more about…

Teacher Education &
Training:
Purposes

Promoting
Active Listening
in the
Classroom

TURN AND TALK
•Find a partner
•Ask your partner what listening strategies they
use in their classroom.
•Make a list of these strategies.
•How do your partner’s listening strategies engage
students?
•Be prepared to share you discussion with the
class.

Classroom Listening Strategies
1.Use recorded material.
2.Prepare the learners for listening by setting the scene,
introducing the topic, pre-teaching vocabulary etc.
3.Before the learners listen, set a listening task which directs
them to an overall 'gist' understanding of the passage.
4. Check the answers to this task, playing the recording again if
necessary.
5. Set a further task, or tasks, which direct learners to a more
detailed understanding.

Use Recorded Material
Bring different voices into the
classroom:
•Male and female
•Different ages
•Different accents
•Different voice qualities
•Different experts in the field/subject

Use Recorded Material
Examples:
•Audio recordings of lectures
•Audio recordings of yourself
•YouTube
•TED Talks

Prepare the learners for listening by setting the
scene, introducing the characters, pre-teaching
vocabulary etc.
•Helps to compensate for the lack of a visual
element, and because when we listen we
normally have some prior knowledge,
expectations and predictions about what
we're going to hear.
•Helps listeners to establish a 'schema' which
they can use to interpret what they hear.

Before the learners listen, set a listening task which
directs them to an overall 'gist' understanding of the
passage.
• The idea of this is to support and direct learners' listening,
and the comments about preparation for listening under 2
above are relevant here. Also, gist understanding doesn't
necessarily precede detailed understanding; the 'gist'
sometimes only emerges from a prior understanding of
details. Teachers often tell learners that they don't have to
understand everything, just the main points or the key
words, but it could be argued that you sometimes need to
understand everything in order to know what the main points
or key words are! And in any case learners, as listeners,
might find a different interest in listening from what the
teacher or materials writer thinks is the 'gist'.

Check the answers to this task,
playing the recording again if
necessary.
•Re-playing a recording – perhaps several times – is
fine as a pedagogic device. But remember that
outside the classroom people sometimes only have
one opportunity to hear something, and have to be
satisfied with whatever understanding they can glean
from that single exposure. On other occasions, they
can request a repeat listening from a live speaker, but
with the expectation that the speaker will not merely
repeat, but clarify, paraphrase and simplify.

Set a further task, or tasks, which direct
learners to a more detailed understanding.
•As with any teacher-imposed or
materials-imposed task, there's a risk of
disrespecting the learners' own
motivation and interest in what they're
listening to. Very often, they will be able
to come up with their own listening tasks
– and very often these will be to do with
language rather than content.

Assign Listening for Homework
Debrief in Class with a Discussion
Assign homework due for the next class:
[Ex. Business English]: Google and watch
the TED talks, ‘Why Great People Quit Good
Jobs’ by Christie Lindor and ‘Unconscious
Behaviors in Corporate Culture’ by Lindsey
Self. Be prepared to discuss during a
Fishbowl discussion next class.

[Ex.] During the Next Class - Fishbowl Discussion
Group 1: Discuss the TED talk, ‘Why Great People Quit Good Jobs’ by Christie
Lindor. Why do ‘great’ people quit great jobs? Discuss the quote, “people don’t quit
companies, they quit leaders”. What does this mean? What does the speaker believe
people really quit? How does the speaker compare work culture to the human body?
In your opinion, what are the ideal work conditions for professional growth and
sustainability? What does the speaker say about unhappiness in the workplace? What
does this type of culture look like? What should a ‘thriving’ culture look like? What can
you add to the speaker’s talking points about a thriving work culture? What are some
examples the speaker gives? What other talking points resonated with you during this
TED talk? What personal experiences, if any, can you share?
Group 2: Discuss the TED talk, ‘Unconscious Behaviors in Corporate Culture’ by
Lindsey Self. What is unconscious bias? How does it find its way into corporate
culture? How do unconscious behaviors impact corporate culture? Where does the
development of unconscious bias begin? What narratives in school, media or other
environments exacerbate unconscious behaviors? What examples does the speaker
give? What other talking points resonated with you during this talk? What personal

During the Fishbowl Discussion, Students Will Listen
For…
• Errors in speaking and grammar
• Use of academic vocabulary and/or
vocabulary associated with the talk
• Factual statements and/or well-
formulated opinions
• Volume, voice inflection, speed of
dialogue
• Evidence of overall understanding
of the TED Talk

In-Class Listening Strategy
• Architecture
• Design
• Art/Drawing
• Ask students to back-to-back and use
language to describe a picture of a
building, city, monument, or other
work of art/architecture. One
student describes, one student draws
what they hear.

Teacher Education &
Training:
Purposes

Fishbowl Discussion
Group 1: Discuss the TED talks, ‘5 Ways to Listen
Better’ by Julian Treasure. Do you agree that humans
are “losing our listening”? How is that happening?
How much time do we spend listening? Why aren’t we
good at it, according to the speaker? Why might
humans prefer broadcasting over conversation,
according to the speaker?

Fishbowl Discussion
Group 2: What are the five ways to listen better,
according to the speaker? Which of the five things was
your favorite, and why? Which of the five things
confused you, if any? Do you agree that listening
should be taught in schools as a skill? How do you
suggest this could be done?

Listening Recommendations
•Instructors should test and evaluate their
students’ level of skill in listening often
•Instructors should keep in mind that
evaluation can be stressful for students for a
number of reasons.
•Instructors are encouraged to keep in mind
that…

• Sometimes students just don’t hear well. Maybe they
have a physical limitation, or maybe there is a lot of other
noise around, or maybe the equipment used to play audio
material is not good enough. Noise control in the classroom
is important, with exceptions being made for discussions or
other class activities (i.e. games)
• What we think of as “listening” can involve more
than just sound cues. At times, it may be better to watch
live action, or a video, rather than just using audio material.
However, audio only can at times put more emphasis on
listening.

•Sometimes teachers give students a
reading/writing task to demonstrate that they
have understood a listening “text,” but maybe
they have a problem with literacy rather
than actual listening.
•Sometimes students panic and stop
listening when they come across a word they
cannot immediately translate. It’s important to
encourage students to pick up what they can
without trying to translate.

3 Ways to Increase Listening
Skills and Confidence
1. Limit the use of translation.
•Your students need to be able to understand and
respond without having to translate in their
heads all the time, especially when they are
listening rather than reading. At first it might
seem like the easy, comfortable way to learn a
language, but if it develops into a habit then they
will never be able to speak English fluently.

•Translation is a habit that needs to be
limited because...
Students tend to start to panic when they
find they don’t know every word.
Remember, learning English is an
emotional process (referred to as an
affective filter)
•Using those electronic translators
especially can give warped ideas of
meaning.

This doesn’t mean that you never let them translate. Sometimes having an
equivalent from their first language is the only way to move them forward,
but quickly move on and don’t allow them to keep returning to it.
When students hear a new word or expression, they need something to tie
it to. As their teacher, you can help them with this by providing...
• Context: Help them to find clues to the meaning in the context of the
listening “text.”
• Pictures: Show them a picture so that when they hear the word or
expression again later, the picture will come to mind.
• Action: Get them to perform an action so that when they hear the word
or expression again later, they will remember that particular action.
• English synonyms or antonyms: Their understanding of English
will grow by leaps and bounds if they can explain an English word with
other English words. Encourage (and guide) them to look up unknown
words in an English dictionary.

3 Ways to Increase Listening Skills
and Confidence
2. Avoid confusing listening skills with
literacy skills.
•When you first introduce a new listening “text” (e.g.,
video, story, song, podcast...) concentrate on
listening and don’t provide subtitles or written
script (yet). In real life, there are no subtitles, so let
your students have a go just listening. (Later you
can add subtitles or a written script as well as
literacy- related activities.)

• Firstly, we don’t want students with poor literacy skills to be
disadvantaged in learning the listening skill. They may have poor
literacy skills because they are young, or because of limited vision, or
because of a learning disability, or even because they come from a non-
literate background. Nevertheless, they can learn to listen and
understand.
• Secondly, students who are confidently literate often want to be able to
see and read the words while they are listening, but this would rob
them of the opportunity to really listen. Students need to be able
to listen and understand without seeing the written words at the same
time.
• Thirdly, as mentioned above, it can be a real confidence booster
when they discover just how much they do understand without
any other help. And, of course, this is more like real life outside of the
classroom.

3 Ways to Increase Listening Skills
and Confidence
3. Use videos because students can watch and listen.
• We want to prepare our students to take part in conversations. We want
them to be able to listen, understand and respond. A large part of that
listening involves reading a speaker’s facial expressions and body
language, which can vary from culture to culture. So, most of the time,
your students need to practice their “listening” skills by watching videos,
or watching you talk or tell stories.
• If your students are intimidated by authentic content or aren’t quite high
enough level to understand what they’re watching, no worries: Just
listening and watching can teach them a lot about the flow, intonation
and body language that comes with speaking naturally.

Teacher Education &
Training:
Purposes

TeacherTraining.pptx

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