Portafolio ISTTC Diana Gutiérrez 2014
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Transcript of Portafolio ISTTC Diana Gutiérrez 2014
IN SERVICE TEACHER TRAINING
COURSEBrad Bawtienheimer
Gabriela Beltrán
SYLLABUS
Unit 1: Introduction to the Course
What is teaching?
Activity
Find someone who:
- Does exercise every week - Is good at cooking
- Likes classical music
- Has been teaching for more than 5 years
- Went to the movies last weekend
- Has a pet
- Can play a musical instrument
- Is going to have a party soon
- Has taken a teacher training course
- Has won a competition
Activity
Discuss with a partner the following topics
Teaching Circumstances Other teachers
Material
School
Paperwork
Frequency
Student’s profile
Size of your class
Conditions for Successful Teaching
Activity :
Teaching
What doesn´t work What has changedWhat works
SubstitutionDrillings
RepetitionGood rapport
VisualsSongs
Small classesPrizesGames
competitions
Using negative wordsFavore students
Arrive lateMonotonyPredictable
Non-realisticShowing frustration
Bad attitudeForce students
IgnoringExposing
MethodologyTechnologyReal context
Language at handContextualizationMore resources
ApproachesCompetences
Intelligence approach
Activity :
Discuss what are the keys to be a successful teacher
Top six keys to be
a successful teacher
Consistency
High expectations
Sense of humor
A positive attitude
Fairness
Impartial evaluation of studentsAvailability and helpfulness
Sensitivity to and concern with class level and progress
Preparation and organization of the course
Knowledge of the subjectEnthusiasm for the subject and for
teachingClarity of thought and expressions
Language Learners
Characteristics for being a good language learner:
Enquiring, inquisitive, asks
Not afraid of making mistakes, try out
Realistic, have achievable goals
Independent
Time effectively, organized and active, use language out of the classroom
Fluency and accuracy concerned.
Flexibility
Useful tips for teachers
PORTAFOLIO
Unit 2: Lesson Planning and Execution
Objectives of a lesson plan:
The beginning of the lesson
Who am I teaching?
What am I teaching?
How will I teach?
How do I know if students understand?
The aims of the lesson How the lesson was sequenced What the plan looked in the teacher’s mind The balance of activities within the lesson Transitions (How the teacher linked stages together) Timing of the lesson stages The end of the lesson
Take into consideration:
Student´s needs Achievable aims More effective objectives Practicality of activities Time and material Balance and variety of activities Anticipated problems and solutions Reflect on teacher’s own knowledge Record of post-lesson evaluationReduce improvisation
Main objectiveAids
Previous knowledgeTiming
InteractionStages
AgeRoom
Students needs and interestsAssumptions
ProblemsGroupLevel
Skills / abilitiesGroup profile
Number of students
Elements of lesson plans
School: ______________________________________________________ Date: ___________________________________Teacher: _____________________________________________________ Group: ________ Class’s length: ________Main Aims: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SKILLS PRACTICE: ACTIVITIES: PROBLEMS & SOLUTIONS:
MATERIALS: TIME:
LESSON PLANNING 1LESSON PLANING 2
LESSON PLANING 3
LESSON PLANING ACTIVITY
Common mistakes:- Objectives do not specify what students will actually learn. Are not observed or measured.
- Activities in lesson plan do not contribute to a direct and effective way to the lesson objective
Ordering components of a lesson:- Place the hardest task earlier
- Have quieter activities before lively ones
- Think about transitions
- Pull the class together at the beginning and the end
- End on a positive note
Smart objectives
S – pecific
M – easurable
A – ttainable
R – elevant (meaningful)
T – ime bound
Examples of SMART OBJECTIVES
- Students will be able to talk about their weekend using past tense verbs by the end of the class.
- Students will be able to use 2nd conditional to talk about hypothetical situations by the end of the lesson.
- Students will be able to talk about their daily routines writing simple present in affirmative and negative form by the end of the class.
OBJECTIVES
Bloom's Taxonomy
Unit 3: Classroom Management
Activity:
POSITIVE
Catch attention
Active pace
Promote socializing
NEGATIVE
Loose materials
Working with problematic people
Motivation
MOTIVATIONAL QUOTES
MOTIVATION
Motivation
- Materials
- Words body language
- Class preparation
- Production and practice
Motivation – Features:
- Environment (good rapport)
- Positive attitude
- Respectful encouraging
- Attending learner’s needs
- Setting challenges or goals for students
- Praise and recognition
- Keep students engaged / teacher´s engagement
- willingness of listening each other
- Be on students shoes
- Allow students making mistakes and error
- Sense of humor
- Promote independency
Motivation images
SUCCESSFUL TEACHING
Problems when teaching
Top 10 problems:
Absency Principals Students want free time Time Need to learn fast Not paying attention Not having materials AgeStudent´s objectives
Problems in Elementary School:
Tantrums Spoiled kids Parent´s attitude Malnourishment Social issues
Problems in Junior High school: Misbehavior Size of classes Persona, social and economic problems Not parental support Lack of values
Problems in High school:
Demotivation Lack of interest Lack of communication Bad rapport School is not important for them dropping out Play the hooky Pregnancy, alcoholism Internet boredom
PRODUCTIVE LEARNING ENVIRONMENTDealing with difficult situations
BEFORE THE PROBLEM ARRISES
Prevention: - Plan and organize your lesson
carefully - Make sure instructions are
clear, assertive and brief. - Keep in touch with what is
going on. -
WHEN THE PROBLEM HAS EXPLODED
- “Explode” yourself time out
- Make them and offer they can’t refuse
- Give in!
WHEN THE PROBLEM IS BEGINNING
- Deal with the problema quietly
- Prevent escalation - Don’t take things
personally. - Don´t use threats - Keep cool
Rapport:
Is the classroom atmosphere: HEALTHY, KIND, FRIENDLY, RESPECTFUL and FIRM
TEACHER´S ROLETeacher´s roles in interaction:
- Facilitator
- Guide
- Helper
- Counselor
- Corrector
- Consult
Discipline:
- Where learning is taking place
- Teacher and students cooperate smoothly
- Establish habits
- Teacher and students are aiming for the same objectives
- Teacher is in control
- Learning is proceeding according to the plan.
DISCIPLINE
DEALING WITH DIFFICULT SITUATIONS
CLASSROOM MANAGEMENT
SEATING ARRANGEMENT
Arrangement
Work face to face
Everyone is included
Change partner fast
Uncomfortable
Not enough space
No use of board
Chinese whisperer
CIRCLE PARALLELHORSESHO
E
Students face themselves
Teacher walks freely
Not large classes
Contests
Attention to teacher
Students move fast
Chatting
Losing attention
Not big groups
Fruit cocktail
ROUND
TABLE
GROUPSTRADITIONAL
Control of the group
Everybody faces each other
Not for big classes
Writing a story
Students focus on teacher
Easy to keep track
Difficult to monitor
Students can´t hear
Completing the story
Collaborative work
Save time
Easy monitoring
Some students don´t see the board
Students don´t pay attention
Bingo
Interaction:
Behaviour or students and teacher in the classroom.
Stages of Group Development:
- forming
- norming
- storming
- performing
- mourning
Patterns of Interaction:
- Lockstep: like in traditional schools. Students pay attention and Teacher is in control.
- Individual: every student is working individually at their own place. Students concentrate on their work and relax from pressure. Teacher monitors and helps individuals.
- Pair work: work together to complete a task, at the pair’s rhythm. Students establish their rhythm and help each other. Teacher monitors, helps and guides them.
- Group work: where 3 or more people work together. Students divide the task so everyone has something to do. They organize themselves. Teacher monitors, helps, corrects and makes sure every persona has something to do.
- Class as a whole: all members are working together at the class’ pace. There is no interaction at all. Teacher monitors and is available for consultation. Students work collaboratively. They are responsible for their own success and failure.
Unit 4: Functions and Language
Practice
From controlled to free
Warm up
Comprehensive input and output
Accuracy vs. fluency
Presentation of New Language
Integrating material
Rounding up a lesson
Language functions:
- Functional approach
- Communicative acts or intentions
- Demand of interpersonal practice
GIVING INSTRUCTIONSEffective Instructions:
DOBrief and simple
Clear
Specific
Use cognates
Use body language
Check understanding before and after
One at a time
Ask for paraphrasing
Be consistent
Set a limit of time
DON’TLong
Confusing
Using inappropriate language
Not modeling
Forgetting to check comprehension
Unnecessary repetition
Fast
Improvise
Wrong sequence
Hand out materials
BOARD
Invented by a Reverend
1816
Samuel Reed Hall
Use:
Flashcards
Magnets
Chocks
markers
Unit 5: Teaching Vocabulary
Typical use:
Focus students attention
Display information, written or graphic
Help students remember
As a model
Characteristics:
Legible handwriting
organized
Types:
Green
White
Smart
Black
VOCABULARY
Give a context
Improve fluency
Get students involved
A tool
The basis of any language
Vocabulary items /
Lexical sets
VOCABULARY
VOCABULARY ACTIVITY DIANA
VOCABULARY 2
INPUT / OUTPUT
PRESENTING VOCABULARY ACTIVITY
Understanding:
Ask simple questions
Ask for example sentences
Get students think of related words
Aspects:
Form – parts of speech, pronunciation, spelling,
collocations
Meaning – in context, connotation
Use – restrictive use, particular style or register
PRESENTATION OF NEW LANGUAGE
PRESENTATION-PRACTICE-PRODUCTION
CONTROLLED / FREE PRACTICE
Unit 6: Teaching grammar
PRESENTATION: ORAL OR WRITTEN
PRACTICE
PPP GRAMMAR DEMO
TEACHING GRAMMAR PICTURES
ACTIVITY
PRODUCTION
GRAMMAR
Meaning and coherence Morphemes
Word
Phrase
Sentence
Structure
Meaning: USE / USAGE
Syntactical patterns or structures
APPROACHES:
Inductive/ discovery /covered:
Grammatical items are hidden. Context.
Deductive/ direct grammar/overt:
Grammar is given openly, provided to students
Unit 8: Teaching listening
LISTENING SKILL
LISTENING SKILL 2
Unit 9: Developing Oral Skills
EFFECTIVE SPEAKING
Unit 10: Teaching Reading
READING SKILL
READING SKILL 2
PRE-READING ACTIVITIES
Unit 11: Teaching Writing
Quick writing ideas
Unit 12: Integrating Skills
INTEGRATING SKILLSReasons:
To provide students with an enviroment suitable for
communication
Meaningful learning process
Initiative and self learning
ADVANTAGES:
Appropriateness- help students develop skills they are not aware of or confidence with. Improvement of abilities they have not worked enough. Different learning styles
Variety – Students do not stick to one skill. Have more opportunities. Creativity. Keep motivation.
Recycling – Students use their full knowledge. Remedial work or teaching.
Confidence – Recognizing areas of improvement. Self esteem. Helping others.
In order to:
Be fluent, accurate and confident
Use functions of language
Task continuity: Pre-Pra-Pro
INTEGRATED SKILLS 1
INTEGRATED SKILLS 2
THE FOUR LANGUAGE SKILLS
Unit 13: Project work
PROJECT WORK
READING / WRITING
LISTENING / SPEAKING
INPUT
DIGESTION
OUTPUT
Promotes:
Students development of organization.
Team working.
Integrating
Creativity
Research
Use of analytic skills
Models of interaction roles
Works:
Teams
Objectives
Outcome
deadline
TEACHER’S ROLE:
Guide who provides students with the necessary tools.
Instructor or facilitator
PROJECT WORK
BENEFITS OF PROJECT WORK
REFLECTIVE DIARY
Unit 14: Testing
Unit 15: Choosing and using published materials
Unit 16: Teacher Self-help
Unit 17: Closing Session
OBSERVATIONS
OBSERVATION BOOKLET 1
OBSERVATION BOOKLET 2
A Short Essay on Integrating Skills.
The purpose of this short essay is to analyze how skills are integrated in an English language class in order to identify and apply this knowledge
for the benefit of language learners. The profile of this class was constituted by 4 learners in total, 2 boys and 2 girls, from 21 to 26 years old. As
they were going to university in the morning, they took language classes in the afternoon. The class was observed on a Friday from 16:30 to
17:30 and their language level was M4.
The first part of the lesson, which was divided into two hours, integrated mainly one receptive and one productive skill: listening and
speaking. However, the teacher made sure that all students would have enough written practice by handling a short composition every class
about a variety of topics. For instance, writing about the advantages and disadvantages was the homework to be given that class. At the
beginning of the class the teacher asked them about this task and let them speak freely, without error correction, making them feel comfortable
and activating L2.
Then the class was divided into two parts. The first was dedicated to speaking by using an interesting topic for the learners: commuting.
They mainly worked in pairs and discussed the advantages and disadvantages of using public transportation. As all of them were still studying,
they felt identified with the topic, which allowed them to speak about their personal experiences. After every speaking activity during that
period of time, the teacher made the error correction on the board by eliciting the correct answers from learners. Whenever they finished
correcting spoken mistakes they would write the corrections made on their notebooks. In a personal opinion, this helps learners to internalize
changes, as there are people who have a more developed written learning style.
The second part of the class was mainly dedicated to the listening skill. The teacher could notice that the activities related to the listening
were becoming much more difficult for learners each time; then, he played the recording for 4 times and helped them by encouraging note-
taking for specific information. Each listening activity was also complemented by a speaking time where learners would share their notes and
opinions. One of the advantages of this recording was that it had at least 2 different accents, American and British, that also promotes the
development of the skill.
By observing this class I became aware of certain procedures that promote an integrative learning. Skills are never taught in a separate,
isolated way, they are used to unify the learning process. Even though skills are not obvious in the lesson, they are always present and learners
as a tool in the learning process. The teacher must be able to know when a learner is lacking of enough practice in some of skills. He should
promote activities that allow each learner increase their abilities by using all skills from a minimal to a maximal exposure. This experience
helped me noticing the constant use of them, their role in reinforcing learning and the importance of promoting them in a language learning
class.
A Short Essay on the Usage and Importance of a Course Book in English Classes.
The purpose of this short essay is to analyze how a Course book is used in an English class, the purpose and benefits of it. The profile of this class
was constituted by 14 learners in total, from 21 to 40 years old; however, most of them were young adults who are still studying at university.
The class was taken on Saturday morning and it lasted 5 hours; nonetheless, it was asked to observe only one hour of it, from 11 to 12. The book
that was used was the New Framework 4 and students were working on the last part of unit 7 and started unit 8 during that hour.
The objective of last part of Unit 7 was to use phrases or sentences that express doubt, such as I’d be surprised if, I can´t really see anyone
and there´s not much chance. These phrases were presented by the teacher without using the book and also by eliciting the meaning through
context. After working on the board, students worked in pairs to practice the expression on the book, page 63. This second activity was of great
importance because it allowed students working with new ideas and contexts; it also gave them the chance of reinforcing the acquired
knowledge.
The use of varied activities makes a Course book more complete. Therefore, students also had the opportunity to work on it with the
same expressions, all scrambled, though. By writing the correct order of the words, students were confirming the correct structure of the
expressions. Moreover, as the book is promoting the integration of the four skills, students had an activity to work on the phrases through a
listening. This way, learners are also acquiring the correct pronunciation and intonation of all previously learnt. Likewise, the book promotes the
speaking skill by asking specific questions about the dialogues and suggesting students work in pairs or groups in order to share and correct
their answers.
The presentation of unit 8 was given in a more visual way by describing a set of pictures related to holidays. Once again, instructions in
the book allowed students to work with a classmate for sharing opinions. After this activity, all vocabulary needed was presented by a matching
activity of pictures and vocabulary. Then, discussions of personalized questions were of great interest for students, for example: Which holiday
have you been to? When was the last time you went …? Students were very participative and enthusiastic.
By observing this class, I became aware of certain procedures that promote, not only the usage of a course book, but also an integrative
learning. These books should be designed to satisfy the learner´s needs; therefore, it has to be dynamic and must promote personalization and
communication in order to foster meaningful learning.
MINI TEACHING
3
Models Presentation in Written Form
- Ss will learn the written form of “there is” and “there are” in affirmative sentences by unscrambling sentences.
- T shows previous pictures again.
- T gives instructions and checks comprehension.
- T throws the
- Look at the pictures.
- Pick the papers and organize the words to make a
- Class as a whole.
Feedback:
- Lockstep
- Appendix 3
- Magnets
- Blackboard
- Appendix 2
- Ss may form incorrect sentences.
- There might be too many Ss and not enough papers.
- T may elicit the correct answer by asking the whole class.
- T may have them work in pairs.
5 min.
papers.
- Ss pick the papers and stick them on the board to make correct sentences.
- T goes through the sentences with the whole class and gives feedback.
sentence for each picture.
- Remember to have a capital letter and a stop.
-There might be few Ss.