This document summarizes a meeting and workshop on tutorial classes held on November 17, 2015. The workshop covered introducing tutorial classes for middle school students, their purpose of remediating weaknesses, and the teacher's role in preparing and evaluating activities. Participants discussed common student mistakes and suggested task typologies. They worked in groups to plan a tutorial class lesson addressing a specific weakness and presented their workshops. Resources provided included regulations on tutorial classes and websites with teaching games.

1. Meeting & Workshop
Tutorial Classes
(TD)
by
Mr.Samir Bounab (teacher trainer at MONE)
November 17th 2015
Lycee Sidi Naamane
Medea

2. Meeting points
Time Tasks
9:00 Opening session
9:00 - 9: 15 -Review about the coordinator’s meeting.
- Presenting the new topics of the year.
-Brief feed back about the meeting of September 29th
9:15 :
10:00
Power point presentation of the topic of the day
10: 00 – 10: 15 Coffee pause
10:15- 11:00 Feed back about the power point presentation
11:00- 11:30 Workhsop
11:30- 12:00 Delivery of the workshop
12:00 Closure of the meeting

4. Tutorial Classes

5. Tutorial Classes = One to One
Teaching method = Remedial
Work
For
Whom?

8. Introducing tutorial classes (TD) In
Middle school
( circulaireministerielle N° 1313 du 30/06/2013)
The tutorialclasses :What is it? Why ?when?
For whom? How? How often? For whom?
Where?
TD Tutorial means : TD is a teaching method
that allows pupils to apply theoretical
knowledge in the form of exercises. It usually
take place in small numbers to facilitate the
teacher's help .


9. Rational of TDs in Middle school
•Activities in TDs:
•Shows an extra value to learning operation
•Aims at improving the quality of learning
•It’s a mean and another path to “ reinforce –
deeper and last the learning operation .
•It’ new occasion for the leaner to acquire new
learning strategies.
•Promotes healthy environment for individual
teaching and learning according to each learner
needs and put into action a pedagogy of
differentiation
•Develops motivation and reflexion of the learners
•it’s a chance to take part in dialogues and take
part in active exchanges

10. - T he Role of the teacher:
 Prepares and organizes the progress of the TD
activities. The teacher conceives them using
situations that interest every leaner.
 Gives opportunity to his or her learners to interact
and work in homogeneous small groups.
 Emphasizes on the strong points of the learners
and weak ones that prevents them from
progressing.
 Equips the learners with methodological strategies
in their work.
 Evaluates in continuous way the progress of the
learners as well as the degree of their participation
and contribution during each TD
 Evaluate the procedure used

11. To remember :
In TDs we have to avoid :
Spend the time copying.
Marking TD
Re-teach or spend too much
time making review
Answer the learners one by one
Don’t give enough time for
relfexion for the learners.

12. The principles of TD
conform to the exit profil
integration
innovating ( expoiting TIC materials)
differenciation
grading and progressing ( planning from
easy to difficult)
motivating (inciting to a collaborative
work and make the learners more active)
evaluation : establish a reflection about
the teacher and learners’ works.

13. RATIONALE FOR GROUP WORK IN ENGLISH
COURSES (by Madam (Ouzna Mekaoui)
 The main objective of learning a foreign language is to
enable students to develop a communicative
competency in the target language.

Group work, half of the class, is meant to provide an
opportunity to improve learners’ performances.
A weekly group session will enable to adapt the
learning process to students’ needs.

14. Group work therefore will allow to reinforce
language practice.
 Learners will have the necessary support so
that their outcomes match the curriculum
expectations.
The teacher will plan language skills and
knowledge oriented activities that take into
consideration Individualised Instruction

15.  In a group work class learners can develop their skills
independently.
 They take responsibility in small group tasks. They
work collaboratively and develop a positive attitude
to learning.
 They can have a constructive, immediate and
targeted feedback on their own progress.
 They can also acquire and practice the learning
strategies they need to interact with peers.
 They can take part actively in their project work , with
the support of their teacher
 They can develop their own tools to organise their
work.
 They can have significant amount of speaking time
which implies a more active role in the learning
process and a positive feeling to learning a foreign

16. Suggested types for grouping students :
 Type one : Mixed ability groups
Mixed ability grouping enables learners to cope
with real life working context , where people of
different abilities work together. It has , therefore
the advantage of a social inclusion and equal
opportunities 2
-It is necessary to have a balanced number of
different levels in each group
- The weaker learners will have more practice
- It enables teachers to engage the talented
ones to support the weaker classmates once
he/she has finished the assigned task.
- It enables to foster the development of co-
operative skills

17. Type two: setting according to
achievements:

This kind of grouping requires a diagnostic test. For
the time being it will comply to the national exam
type in English, the current written test.
 The shortcoming of such diagnostic test is that it is
not really accountable for being organized after a
long summer holiday .It is based on academic
achievement only.
 It would be better to take into account teachers
evaluations of previous learners’ attainment of the
last school year, in foreign languages.

18. The advantage of such grouping is that it
enables the teacher to organise the courses
and plan activities according to learners’
needs.
It enables to raise learner achievement,
better scores in tests .
It also allows students to gain confidence
and take risks, in terms of attitude to
learning : being in nearly similar attainment
category prevents inhibition and
negativefeeling due to pressure of brighter
students
Finally it can lessen behaviour problems

19. Group work objectives throughout the
middle school cycle:
Four aspects are to be considered to plan
a group work syllabus
 1 ) Communicative competency and
interaction
 2) Language skills
3)Learning strategies
4)Social skills ( personal and interpersonal)

20.  TD needs progression to follow the
learners’ progress since Td is tackle
each week in groups and after 15
days to fulfill a complete session
 TD is planned as any lessson which
must be conform to:
 Exist profile mentionned in the
syllabus
 CBA & Bloom Taxonomy

21. TD Progression Sheet
Level : Term :
Project :
Session Objective = learning
objective mentioned
the syllabus ( function
+ grammar) where
learners show
weaknesses
Resources = language form or
grammar that supports the
function
Communicative tasks = all
the type
commnicative
information gap
activities
Cross curricular
competencies =
competences
that learners
already
acquired in
other subjects
and help
teaching
English = how
can the other
subjects help
teaching and
learning
English

22. TD lesson plan
Time interactio
n
Procedure competenci
es
VAKT
Teachers
need

23. Q :Do
your
learners
learn in
the same
way?
5 minutes
discussion
Learning Styles:
 children learn in one of three ways:
visually, auditorily, or kinesthetically
 learning style weaknesses:
 Children with auditory weaknesses
have trouble following spoken
directions and rely on visual cues,
including watching others, to understand
what to do.
 Children with visual weaknesses have a
hard time remembering locations and
may appear disorganized or
disoriented when gathering or putting
away materials.
 Children with kinesthetic weaknesses
have trouble learning things through
sense of touch

24. Q: What sort
of mistakes
your learners
make in class?
5 minutes
discussion
Pronunciation
Grammar
Spelling
Numbers
Colors
Intonation
Questions
Punctuation
Capitalization
Written expression
Project work

25. Q: What
typology of
tasks do you
suggestr to
deal with Td
to remediate
your learners’
weaknesses?
5 minutes
discussion
 Meaningful and manipulative
language activities
1-Project work
2- Role play and simulations
3-Survey/ questionnaire
4-Interview
5-Listing /categorizing
6-Information gap
7-Cloze test/gap filling
8-Matching/ jigsaw
9-Problem solving activities
10-Games
11-Selecting material
12-Songs
13-Story telling
14-Information transfer
15-Transformation

26. Suggested games for TD

37. Workshop
(group work)
30 minutes
Choose one of the
weaknesses or suggest
any new ones and plan a
TD lesson for each of the
Middle school learners

38. Workshop delivery

39. Resources
1- MONE ( circulaireministerielle N°
1313 du 30/06/2013)
2- frame work for group work by
(O.Makkaoui « i.e.m »
3- Games for teaching
« https://www.teachingenglish.org.uk/t
eaching-kids »

40.  By: Mr.Samir Bounab
( Teacher Trainer at MONE)
 yellowdaffodil66@gmail.com