Here are some key points to consider when adapting materials: - Focus on meaning over form by using visuals, gestures, realia - Simplify language but keep content meaningful - Allow multiple entry points for different learners - Build background knowledge before introducing new topics - Scaffold tasks from easy to more difficult - Encourage cooperative learning and peer support - Check frequently for understanding and provide feedback - Differentiate to meet a range of proficiency levels - Make lessons relevant and connect to students' lives - Assess using a variety of formats beyond tests The core content can stay the same but how it's presented varies to suit different learners. The goal is to create an inclusive,

1. Teaching English to
Korean Young Learners
Aaron D. Jolly
Korea TESOL Teacher Trainer


3. 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?

4. 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

5. What are key ingredients?

6. 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

7. (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

8. 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

10. (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.

11. 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.

12. Read tips from
experienced teachers

13. Dress the part
Who died and
made you a
banker Aaron?

14. (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

15. Video here

17. (4) Fun & Laughter

18. (5) Student Centered
 80-20% rule. Possible? Nearly?
Sometimes?
 Classroom organization
 Needs analysis
 Softening the environment
 Allow mistakes in the classroom

19. 80-20
Rule

20. “As we start the new school year Mr. Smith I want you to
know that I am an Abstract-Sequential Learner and trust
that you will conduct yourself accordingly.”

21. (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.

23. Student Centered

24. (7) Nation’s 25% Rule
 25% meaningful input
 25% language focused learning
 25% meaning focused output
 25% fluency development

25. Meaning-focused input
 teacher talk
 Reading & read alouds
 videos
 songs
 listening materials that are easy
enough for most students to
understand meaning.

26. 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.

27. 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.

28. 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.

29. Connect
How are the ideas connected to
what you already know?
I thought about how______.
I already knew __________.
I remembered _____________.

30. Extend:
What new ideas did you get that
extended or pushed your thinking
in new directions?
I got new ideas about ________.
I learned that ____________ which
made me think that ___________.

32. 25%

33. (8) Adaptation &
Supplementation

34. My favorite adaptation ‘keys’
Change the color of your textbook!

36. 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

37. 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.

38. The entry point
through
which learners respond
to formal and sensory
qualities of a subject
or a work of art.
http://brooklynartproject.ning.com/

39. 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

40. Is your dad like this?

41. Use all kinds of pictures
What do you see, think, wonder?

42. The entry point through
which learners respond
to the narrative (story)
elements of a subject
or work of art.
Theme: My house

44. Remember your audience!
(Especially if you have 5th-10th graders?)
Theme: Mixed schools vs. boys or girls only?

45. The entry point through
which learners respond
to aspects of a subject, or
work of art that invite
deductive reasoning or
numerical consideration.

46. 10,000
100,000
1 million
2 million
5 million
8 million
Theme: Korea 2002 World 10 million
Cup

47. 1. They are using
sign language .
2. The girl is
probably deaf.
3. The woman is
a teacher/helper.
Theme: Deaf children

48. The entry point through
which learners respond
to the broader concepts,
or philosophical issues,
raised by a subject
or artwork.

49. 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?

50. The entry point through
which learners respond
to a subject or work
art by actually doing
something with their
hands or bodies.

51. *Play different
trust games
*Pretend to be blind
(for unit on physically
challenged kids)
Theme: Friendship --- Caring/service

52. 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

53. Narrative & experiential

54. What is brain based learning?
http://eduscapes.com/tap/topic70.htm

55. 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?

56. M.I. theory by Dr. Howard Gardner
(1983), Professor of Education
at Harvard University.

59. http://www.spannj.org/BasicRights/appendix_b.htm#test

60. Advantages:
*Maximize student talking time.
*Maximize interaction.
Activity examples:
Think Pair Share, Circle of Speakers,
Circle of Writers, & Snowball.

61. From George Jacobs’s wonderful website:
http://www.georgejacobs.net/index.html

62. 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!

63. Think-Pair-Share
I think _______________ is going to
________________________________.

66. Think-Pair-Share
I think _______________ is going to
________________________________.

71. Think-Pair-Share
I think _______________ is going to
________________________________.

72. http://www.pz.harvard.edu/Research/AERA06ThinkingRoutines.pdf

73. 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

74. http://pzweb.harvard.edu/vt/VisibleThinking_html_file
s/03_ThinkingRoutines/03c_CoreRoutines.html

76. See. Think. Wonder
This one is so easy to use!

79. Connect Extend Challenge

80. Challenge

81. For heaven’s sake use
PPT

82. Yes you can use PPT to
make your own:
Word/phrase cards
& speaking frames

83. PPT Speaking Frame Example:
Prof. Jolly’s Speaking Frames 2010

84. PPT Speaking Frame Example:
Prof. Jolly’s Speaking Frames 2010

85. 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?

86. (9) Supplemental ‘keys’
I use the 1 + 1 approach to add stuff!

87. Use Graded Readers!
Graded Readers are “books prepared so that
they stay within strictly limited vocabulary.”
(Nation, 2001)

88. By Rob Waring (distributed in Korea by YBM Sisa)

89. 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

92. http://jasonrenshaw.typepad.com/jason_renshaws_web_log
/

93. Are you ?

94. 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?