Top Banner
Sharpening the Saw! With Paul Marks 18 th /19 th /20 th July 2012 Teacher Training
61
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
  • 1. Sharpening the Saw! With Paul Marks18th /19th /20th July 2012

2. Sharpening the Saw mean preservingand enhancing the greatest asset you have- You Stephen R Covey 3. Objectives and OutcomesMorning SessionOur Students Learning habits of todays students Focus on learning Understanding and using VAK Methodology for limited classroom resources Using pictures to teach Building vocabulary through mind maps 4. Afternoon Objectives and Outcomes Focus on Learning Overview of Cooperative Learning Benefits Cooperative Learning Activity Ideas Example Activity Debrief 5. The Time of Super TEACHERS 6. DiscussionWhat are the differences between todaysteenagers, teenagers from 10+ years ago? Presentation title (Edit in View > Header 6 and Footer) 7. A Vision of K-12 Students Today Video ClipWhat is the most interesting thing you learnt from this videoclip? 8. Thai Teenagers Today more creative more visual more technology literate more independent more ______________Should teachers force students to learn the old ways, or should teachers try to learn the new ways?Presentation title (Edit in View > Header8 and Footer) 9. Teaching & Learning 10. If a child cant learn the way we teach, maybe we should teach the way they learn. Ignacio EstradaPresentation title (Edit in View > Header 10and Footer) 11. Meet students halfway!Traditional techniques + Newer techniques 12. We all have preferred ways ofreceiving and learning information 13. What type of learner are you?Visual learners learn by seeing and reading. They learn best throughtextbooks, pictures, diagrams or demonstrations they can observe.Auditory learners excel through listening and speaking. Auditory learners willdo well in a lecture hall atmosphere, by listening to tapes or music.Kinesthetic or tactile learners learn best through touching and doing. Hands-on activities work well for this type of learner, and a tactile learner tends to dowell with manual dexterity tasks.No matter which learning style a child has - visual, auditory or tactile - acombination of teaching styles can be effective since most people have a littleof each style and are dominant in one area. Knowing what type of learner achild is makes teaching and learning much easier. 14. Visual LearnersMethods and ResourcesWrite out notes using different coloured pensDraw diagrams and chartsUse timelinesRe-write facts, formulas, information, notes and pin them around your room.Use pictorial remindersUse highlightersVisually organise your notes into columns, page sections and formsUse mind maps 15. Auditory Learners Methods and ResourcesDiscuss facts, concepts and ideas with a friend.Do homework in a groupListen to tapes or record notesWalk around and talk through your notesUse rhymes and songs to memorise facts, times tables etcGive presentations and speeches to yourself.Read aloudUse auditory reminders 16. Kinesthetic learners Make models Take plenty of study breaks (Kinesthetic learners need more breaks than visual or auditory) Move around while learning something new Hold a stress ball Write notes on post-it notes and arrange them into topics Use the body pegs method of revising key points(Attach a key word to a part of the body with an action) Label diagrams Re-enact information Go on site visits 17. Think about the questionsShare them with a friendShare with your group 18. How do your students learn best?Discussion questions:What activities are you currently using in the classroomto meet your students learning needs?How does your learning environment support andenhance learning?What do you need to change in your teaching? 19. To optimize learning we need to reachall students learning styles 20. VAK Activities with limited classroom resources Using pictures Building vocabulary through mind maps 21. Using pictures to teach 22. STARTING A LESSON Open your books on page 61. Do exercise 1. Start now!A good start is half-way to successWhy are the students bored? Presentation title (Edit in View > Header 22 and Footer) 23. Step 1:Guess thetopic 24. Step 2:Elicitvocabulary 25. Step 3:MemoryGame 26. Write the questions 27. 1.What colour is the car? Red2.How many men are in thephotograph at the top of thepage? ( 3 )3.What is under the car? ( a book )4.How many medallions are there?(6)5.What word is on the cigarettepacket? ( Peace ) 28. Using Pictures : Teaching StepsGroup Activity: Order the 7 teaching steps: Teaching Steps Order 1-7 Ss write down answers 4 Ss check answers by opening their book 6 Cover up topic of the unit and ask ss to guess 1 Ss write down questions for their 5 answers 5 Elicit vocabulary & ask concept check 2 questions T checks questions by writing them on board 7 Ss close books ask 5 questions3 29. Using Pictures: Teaching Steps1. Cover up the topic of the unit and ask students to guess2. Elicit vocabulary & ask concept checking questions3. Ss close books ask 5 questions4. Students write down answers5. Students write down the questions for their 5 answers6. Students check answers by opening their book7. Teacher checks questions by writing them on the boardTEACHING PRACTICE GROUPS of 3 You will receive an opening page from a unit. Your aim is to teach this to the 2 people in your group using the 7 steps above. You will have 5 minutes to plan ( write down the 5 questions you will ask ) DO NOT write anything on the back of the page! You will teach your lesson in 5 minutes. Start planning now! 30. Teaching Vocabulary & mind mapping 31. Listing styledriveate win endsharkpoolgifthappyfuture outdoor got steakoffelsevisitor black 32. classical jazzcomedyMusic loveMoviespopFREE TIMEaction ACTIVITIES swimming Reading comics Sportsmagazinesnewspapersfootballbadminton 34 33. Mind mappingWhy is it easier to remember words in mind maps compared to lists? 34. Advantages of Mind maps1. Word relationships2. Personalization3. Both sides of the brain 35. classical jazzcomedyMusic loveMoviespopFREE TIMEaction ACTIVITIES swimming Reading comics Sportsmagazinesnewspapersfootballbadminton 38 36. Mind Maps - Tips Try to make your mind map simple & easy tounderstand avoid having too many groups Use different colours for different groups Use pictures Use collocations ( e.g. verb & noun ) Use sub-groups 37. Create a Mind Map1. Look at the words below and decide how you will group these words2. Create a mind map adding these words3. Add new words into each group4. You have 8 minutes!photo albumbagcameracarcomiccomputerkeymobile phone an MP3a purseradiotoytravel cardumbrella a watch 38. Wall Displays 39. Brainstorm video clip What do you like about this teacher? What do you think can be improved? Did she meet VAK learning styles? 40. LUNCH TIME 41. Welcome Back Are you full? 42. Afternoon Objectives and Outcomes Focus on Learning Overview of Cooperative Learning Benefits Example Activity Debrief 43. Focus on LearningTeachers: Facilitate learning Meet the individual needs of their students Optimize the learning experience Develop the skills that your child needs to become anindependent learner 44. Cooperative Learning OverviewCooperative learning is a successful teaching strategy inwhich small teams use a variety of learning activities toimprove their understanding of a subject. Cooperativelearning incorporates everyone, non- discriminatory oflevel. Each member of a team is responsible for not onlylearning what is taught, but also for helping theirteammates 45. Positive Interdependence Face-to-Face Interaction Individual Accountability Interpersonal and Small Group Social SkillsGroup Processing 46. Warm Up ActivityThink about the benefits of cooperative learning. How cancooperative learning help your students to be bettercommunicators in English?What do you think were the benefits of this warm up? 47. 1. Presenter (presents to the class)2. Reporter (tells the teacher about progress)3. English monitor (makes sure that everyone usesEnglish in the other groups)4. Manager (directs the group) 48. 1. Each person will draw a picture of an animal adaption for example a claw, or fur etc..2. Take each adaptation and put them together to make an animal.3. As a group describe what your animal is using the adaptations.4. Give your animal a name5. Present your animal to the group 49. The concept of animal adaptations Animal parts ReasoningCritical thinkingCreative thinkingUsing English for a meaningful reasonBuild confidenceDevelop interdependence 50. Promotes effective communication skills Develops vocabulary Improves fluency Increase student listening skills Reduces language learning anxietyProvides meaningful and natural situations for students touse English Enhances self management and confidenceDemands involvement from all students Makes students responsible and accountable Increases learning potential and academic achievement 51. Less talk from the teacher more independence fromthe studentsEnjoyable and prepares students for interactionEncourages the use of English relating to the activityRetentionDevelops self confidence 52. 1. What new skills or strategies did you learn today?2. What will you do more of in the classroom?3. What will you do less of in the classroom? 53. Have a wonderfulevening!