Creating a thinking culture

Creating a thinking cultureEngaging and challenging our students

Part 21Framework for Workshop Participation

Rules/ Framework Need boundaries and understanding of expectations

In pairs, discuss what these images might mean.Share as a group.Ask if any want to add and come up and draw.

Aim: to encourage full participation, constructive dialogue and respectful engagement No disturbancesRespect others Take turnsDo not speak when someone else is speaking. Listen actively. Participate activelyEncourage othersAsk questionsConstructive feedback One way to do it to support engagement and higher level thinking could write it up, could say it this is more participatory.

All participants are asked to abide by the ground rules. If other or additional ground rules would be helpful, please suggest them. 2The Artist Game

Everyone is given a piece of paper and a pencil. In 5 minutes they must draw a picture that conveys who they are without writing any words or numbers. All the participants have to submit their drawn picture after the stipulated time. The pictures are shown to the group one by one and they have to try to guess who drew it. After this each of the artists is allowed to introduce himself and explain how his work expresses obviously who he is.

3Getting back into itWhat questions do you have about making it happen?What was the most significant learning concept?the practice of teaching goes beyond just being competent to being able to make the lesson interesting and lively as teaching becomes more interesting and learning permanent when a teacher uses materials to enhance his teaching process

This training game is designed as a semi-review and wake-up exercise when covering material that requires heavy concentration. Each of the participants has to stand up and form a resemblance of a circle. It does not have to be perfect, but they should all be facing in, looking at each other. A ball or a bean bag is tossed to a person and he has to tell what he thought was the most important learning concept was. He then tosses the ball to another participant and then he has to describe what he thought was the most significant concept. The exercise is continued until everyone has caught the ball at least once and explained an important concept of the material just covered

THEN What are your questions/ problems/ the barriers ?4Applying knowledge through active participation

You have just learned about the hatsI have tried to make it engaging and interesting

Now.. It is time to do

YOU HAVE A COLORED HAT IN YOUR BAG : USE IT

Go to Practical Work task 7 in your workbooks

Wearing your hat and on your own, write down responsese.g.White hat what are the factsRed hat how are you feeling about this?Yellow hat what are the benefitsEtc.5Applying knowledge through active participation Find somebody who has, in their bag, an Australian coaster the same as yours.6Applying knowledge through active participation Find somebody who has, in their bag, an Australian coaster the same as yours.Work in these groups to complete the first three questions in Practical Work Task Part 2 in your workbook7Applying knowledge through active participation Find somebody who has, in their bag, an Australian coaster the same as yours.Work in these groups to complete the first three questions in Practical Work Task Part 2 in your workbook

8The Dean saysNow, in your groups, complete the final three tasks on that page.

9

Go onto evaluation task 2

Higher level thinking to ask evaluationTells teacher what else to teachProvides teacher feedbackHigher level thinking providing reasons

10Guided Thinking/LearningPractical Work Task 8

Go to your workbook, you will see a guide to support you when taking notes. We will revisit later in the workshop and hopefully have time to evaluate but if you would like you can trial this strategy yourselfSKELETON NOTES11Think, Pair Share

thinkpairshareverbal and non-verbal experience in the conduct of classroom teaching and learning activities for second language learning is significantly absent.

Think Pair Share page 8 of reference bookAlready done this see page 5 of workbookCould you use this strategy?When?What would be good about it?

Question of the DayDid when asked to think about a thinking culture.How strategy help with teachingHow help with learningHow help with assessment12 Question of the Day

Question of the DayDid when asked to think about a thinking culture.How strategy help with teachingHow help with learningHow help with assessment13Three Level Guide

Practical Work Task 9Read the text.Write 2 Here QuestionsHere Can go to the text and place the finger on the answer

USING your resource book to guide you go through the exercise in your workbook together, do here under group work, then hide, then head discussing as you go.

14Three Level Guide

Practical Work Task 9Read the text.Write 2 Hide QuestionsHidden inferred, need to think a bit more about it

USING your resource book to guide you go through the exercise in your workbook together, do here under group work, then hide, then head discussing as you go.

15Three Level Guide

Practical Work Task 9Read the text.Write 2 Head QuestionsHead focus on the authors purpose and intention , looking wider

USING your resource book to guide you go through the exercise in your workbook together, do here under group work, then hide, then head discussing as you go.

NOW do it by yourself using the passage in your paper bag

16

share17Interactive Lecture Demonstrations

Predict

Experience

Reflect

In your resource book there are some notes about thisBasically you use a survey, experiment, simulation or data to PredictExperienceReflect18Interactive Lecture Demonstrations

Predict

Experience

Reflect

Practical Work Task10

Using the graph supplied estimate the ranking of the top 10 international visitors to Vietnam and the percentage of total tourismIn your resource book there are some notes about thisBasically you use a survey, experiment, simulation or data to PredictExperienceReflect19RankCountry201320122011percentage of total tourism over the three years1China1,907,7941,428,6931,416,80432%2South Korea748,727700,917536,40813%3Japan604,050576,386481,51911%4United States432,228443,826439,8729%5Taiwan398,990409,385361,0518%6Cambodia342,347331,939423,4407%7Malaysia339,510299,041233,1326%8Australia319,636289,844289,7626%9Thailand268,968225,866181,8204%10France209,946219,721211,4444%

Top 10 International Visitors in Vietnam from 2011 - 2013 Data Source: Ministry of Culture, Sport & Tourism

EXPERIENCEUsing this data write five different learnings about international visitors to Vietnam in your workbookOverall numbers increased every yearOne-third of visitors are from China15% English speakingNumber USA, Cambodians and French, gone downs

SHARE How did your prediction differ? Why do you think that is?

REFLECTDo this exercise20Role Play and Scenarios

You have been given a scenario to do with a partner do it to the group.

Discuss using resources around you21Role Play and ScenariosOne Minute Write ActivitiesSkeleton NotesGraphic Organisers

You did this in evaluation 2What is good? How would you use this?22Role Play and ScenariosOne Minute Write ActivitiesGraphic Organisers

Skeleton Notes

Graphic Organisers

We have used this frequently throughout this session.Look through workbook and discussNow look at reference book.What is good? How might you use this?23Role Play and ScenariosOne Minute Write ActivitiesGraphic OrganisersSkeleton Notes

I showed you this at the start of this sessionWhat is goodHow would you use this?24Using resources around youNewspapers

Newspapers - develop the speaking, reading and writing skills of learners in a communicative classroom

Refer to attached notes

25Using resources around youArt

Art - A book with different styles of paintings makes a great vocabulary building reference tool. Every painting can be a topic for discussion. Even just reading the various descriptions in the book can be a worthwhile language activity.

1 person 1 describes the art work and person 2 draws it. Compare. Discuss the art -SIDNEY NOLAN

2. Tell a story from the picture McCUBBIN

26Using resources around youSongs and music

Some key reasons songs can work exceedingly well in the foreign language classroom include the following: 1. Songs almost always contain authentic, natural language. 2. A variety of new vocabulary can be introduced to students through songs. 3. Songs are usually very easily obtainable. 4. Songs can be selected to suit the needs and interests of the students.5. Grammar and cultural aspects can be introduced through songs.-recurring theme or story. E.g. "Hit the Road Jack" sung by the late Ray Charles to illustrate spoken contractions. 6. Time length is easily controlled.7. Song lyrics can be used in relating to situations of the world around us.-for civil rights, workers' rights, even prisoners' rights along with an untold number of other causes. They've expounded on pollution, crime, war and almost every social theme or cause.

Home among the gumtrees27andGames, Quizzes &Television ShowsSell a productReverse Miming to television showsPictures

Proverbs and QuotationsGroup Assignments Working in themes So much from the internet

Childrens games Truyen-Truyen: teacher throw ball and student answer question, teacher throw ball and student answers 2 questions / 10 pin bowling how many questions right - scoreTV ShowsTitled Say it if you dare, the 30-minute game show aired only in Vietnamese features expat contestants who are taught Vietnamese words by two local celebrities. Contestants must then use the words in situations given by the judges such as bargaining at the markets or ordering at restaurantsEnglish Speaking sit com. Shows on the ABC and BBCTheme: the household vacuum cleaner and get them to pretend on television advertising it; Record a tv show, part of a movie and show without sound people are to put words to the visualsProverbs:A friend's frown is better than a fool's smile.Persuasion is better than force.No man is worse for knowing the worst of himself.Not to break is better than to mend.QuotationsBe great in act, as you have been in thought. William Shakespeare Dont count every hour in the day, make every hour in the day count.

28Practical work task 11: Analysis and Evaluation of strategies

Think Pair ShareQuestion of the DayThree Level GuideInteractive Lecture DemonstrationRole PlayOne Minute WriteGraphic Organisers Skeleton NotesUsing resources around youDe Bonos Thinking Hats

Skeleton Notes

PRACTICAL WORK TASK 11

On your own, conduct a PMI for the strategy you have been given.SHARE WITH THE GROUP next slideRank yourself and provide explanation in writingSHARE WITH A PARTNER

29

Share PMI with groupShare ranking with partnerShare your PMI with the groupNow rank the strategies and explain WHY you have ranked them that way?

Share your ranking with a partner

What did people base ranking on? Easiest? Best outcomes??30In groups of three or four come to an agreement about the rankingAs a group -, write 5 facts about the strategiesAs a group -write some conclusions about the strategies

Groups of three organised by the playing cards suitPractical work task 12

Questions after the activityWhat were you ranking them on?Easiest?Best outcomes??

31

32Turning Learning into ActionK.W.L.

Do the L of KWL

You were given a KWL chart

TO DO: Write L in the top of the third column of your KWL that you did prior to attending this sessionWhat I have learned about engaging and challenging students in the second rowList the things you have learned.

KWL charts work well in order to examine the individual student or the entire class in order to understand their thinking and learning33

share34Action Plan

Too often we attend workshops, get excited, go back to our desk with excellent intentions and get caught up with the day to day and do nothing.Dont do that this time 35

Your homework you were asked to write what you know and what you want to knowYou said you wanted:

The principles behind and learning and thinking cultureParticular techniques and tools to engage and challenge studentsSome specific strategies to engage studentsHow to maintain student motivationHow to encourage students to work effectively outside classHow to stimulate lazy students

Do the final evaluation

Discuss how you could use this.36Objectives Improve our teaching so that it is relevant and engaging and better develops our students intelligence and capacity for creative problem solving.

OUTCOMESLearn new ways to promote learning and excite students.

Add to your toolbox of strategies that develop higher level thinking in your students

Hear about new strategies or be reminded of them, so that help you can ensure your learning sessions are versatile and interactive

Review your learning outcomes to ensure they have sufficient focus on employability skills?

Trial innovative and practical techniques that emphasise the fun in learning

Learn how to ensure your lecture techniques can motivate, lead, inspire and prepare your students for lifelong learning.

Analyse problems and difficulties and figure out solutions

Provides focus and tool for evaluating:Whether students learnedWhether your teaching was effective37

38