British Council Resources IThe following resources are designed by members of the British Council and are meant to be implemented thorughout LINGUAVENTURAS, ESL

Project from SED

COOPERANTES’ FUNCTIONS

• Get familiar with curricular guidelines for methodology and

lesson planning.

• Plan lessons.

• Lead the classes or sessions.

• Plan activities that are appealing to students.

• Include citizenship, arts and sports topics in the classes.

• Follow recommendations regarding methodology and

execution of the classes.

SHARED FUNCTIONS

• Organize and make an inventory of the technological,

bibliographical, didactic resources in the immersion room.

• Keep participant teacher and student lists in order.

• Keep track of attendance and desertion rates among students.

• Plan activities in the immersion room to be part of the special

activities and celebrations carried out in the school.

• Attend training workshops to improve the quality of the service

offered in the classrooms.

SUPPORT TEACHERS’ FUNCTIONS

• Support and assess lesson planning according to curricular

guidelines given by SED.

• Observe, take field notes and provide feedback about

cooperante’s performance.

• Support methodological and pedagogic processes involved in

teaching and learning a foreign language.

• Organize groups of students according to the cycle they

belong to.

• Keep track of the outcomes and impact the immersion room

has had in the community or school.

• Arrange meetings between ‘cooperantes’ and teachers

interested in improving their proficiency whenever it is

necessary.

• Keep contact with the foreign language team (SED) to

articulate actions to be taken.

AIMS

• By the end of this session you will:

• be better prepared to choose classroom tasks for different age ranges and needs.

• have a better and wider understanding of your students behaviors and how you can deal with them in the classroom.

Suitable tasks per age range

VYL Children Preteens Teenagers

ChantsTPR

StoriesArtcraft(cutting,

coloring)Picture dictations

Songs

Wall displaysBoard Games

TriviasSongs

ProjectsGames

CompetitionsSongs

Problem-solving tasksCreative tasks

MusicSongs

INPUT METHODS:Pictures

Graphic Organizers

Realia

Mime and gesture

Verbal definitions

Synonyms

Antonyms

Scales

Examples of type

Translation

Example situation

Guess meaning

from context

Dictionaries

Word parts

(pre/suffixes)

Using learners prior

/ group knowledge

Aims

By the end of this session you will:

▪ be better prepared to set activities and give clear, well-staged instructions without resorting to students’ L1.

▪ have become familiar with a number of tips to for effective instruction-giving.

Failure to get instructions through

Any failure to hear or understand teachers directions will undoubtedly result in unwanted behavior:

▪ Failure to do the tasks, teachers will need to use reminders, reprimands, sanctions…

▪ Repeating things all the time will teach students not to bother listening as you always repeat things.

Failure to get instructions through

▪ Both students and teachers will feel frustration, a deadly feeling for any learning and teaching process.

▪ Learners get angry because they feel helpless.

▪ Teachers get angry because learners fail to comply.

The 4 Step Formula for GivingGreat Instructions

1. Show ‘em

2. Tell ‘em

3. Ask ‘em

4. Give ‘em

Taken from: http://www.barefootteflteacher.com/teaching-techniques/giving-instructions/

Show’em

▪ If possible, model the activity. Act out what you expect them to do.

▪ Let students help you do this. If it is a dialogue, ask a high achiever to help you role-play an example. If it’s a worksheet, show them an example using the smart board.

▪ You set the standards when you show a perfect example so, plan your model really well. Setting the standards gives you a higher chance of drawing out better quality work.

Tell’em

▪ Plan your instructions.

▪ Grade your language so that students understand you. Are there any words that they won’t understand? Leave out the ‘um, er, yeah, like, OK’ fillers that creep into our daily speech.

▪ Simplify and shorten your instructions. How can you say what you need to in the minimum number of words?

▪ Stage your instructions. Turn them into a list. Hold up your fingers for emphasis as you count through them. By turning instructions into bite-size chunks, students are more likely to remember them.

Ask’em

▪ You’ve set the stage and filled their ears with instructions. Did they listen? Did they understand? So, check understandingof these instructions.

▪ The question “What do I want you to do?” works wonders. Avoid asking questions as “Did you understand?”, the answer you are most likely to get is “YES!”, even if students did not get a word of what you said.

▪ If you used a list for your instructions, ask different students for different bullet points. Make sure that low achievers understand (but don’t always pick on them to answer, the class will catch on).

Give’em

▪ Now, finally, you can give students any worksheets or materials that they need to complete the task.

▪ Now you can let them re-arrange their chairs if the seating has been rearranged.

▪ Do so beforehand, and watch the attention focused on you evaporate as you’re no longer the most interesting thing in the room.

Tips to effective instructions

1. Teach useful classroom language at the beginning of the course.

2. Pre-teach vocabulary you foresee could be unknown.

3. Make a checklist with the instructions broken into steps.

4. Teach gestures connected to some instructions. You can also use a pictureconnected to a command.

5. Make emphasis on keywords as you speak.

6. Avoid distractions. Secure students’ attention.

7. Keep the same routine to give instructions.

8. Run through what you’re going to say in your head or out loud.

Tips to effective instructions

9. As you plan your instructions, ask yourself:

▪ What is the important information I am trying to convey?

▪ What must students know in order to complete the task successfully?

▪ which information do they need first?

▪ Which comes first?

▪ What materials do students need to do the tasks?

▪ Are they going to work individually, in pairs or in groups?

10. Scan the room and circulate, look for the pupil who is complying and make a positive comment about those who are following the instructions.

11. L1 is the last resort!

AIMS

• By the end of this session you will

• Be more aware of the importance of observation for your professionalgrowth as a teacher

• Have identified practical aspects to focus on during observations

• Have experienced observing peers to mirror your own teaching.

WHAT TO OBSERVE?

1. Lesson structure

2. Classroom management strategies

3. Types of teaching activities

4. Teaching techniques

5. Use of materials

6. Teacher’s use of language

7. Learners’ use of language

8. Student interaction

HOW TO OBSERVE?

1. Select the aspect or aspects your observation will focus on.

2. Take notes during the observation, both on what the teacher doesand on what that makes you think

3. Identify the main aspects observed

4. If possible, discuss your observations with a peer to make sure youhave identified the same points

5. Plan your feedback

SESSION AIMS

• By the end of this session you will…

• have become more aware about the importance of providing feedback after observation in teacher development and practice improvement.

• have gotten familiar with a variety of styles and procedures to give feedback.

Aims of Feedback

•To help teachers develop their teaching

•To help teachers develop awareness &reflection

•For teachers to experiment with their ownideas in a ‘safe’ environment

• In feedback, trainer is always aware of these aims and thinking how to help teacher develop

‘Default Model’ of feedback

Observer asks teacher: ‘How do you feel now?’

Observer asks teacher: ‘What went well in the lesson?’

Observer asks teacher: ‘What could you have changed?’

Observer tells teacher what was wrong with lesson

(making about 3 points)

Observer rounds off feedback by noting some good points in the

teacher’s lesson