Upload
michaelfoy1
View
223
Download
0
Embed Size (px)
Citation preview
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
1/24
HOW TEFL TEACHERS CAN
TEACH NEW VOCABULARY
CREATIVELY AND
COMMUNICATIVELYSession objective:-
After participating in this session, teachers will be able to:-
a) Assist students in new vocabulary acquisition
(noticing/recognizing the word with help; recognition on
his/her own and producing it
b) Make vocabulary learning more interesting
(motivational learning through exercises, strategies and
activities)
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
2/24
THE SEQUENCING OF TEACHING
NEW VOCABULARYPresent picture, mime
Elicit extract the information
Feed give it to themWrite highlight grammar/pronunciation
Concept check understanding by
questioningDrill repeat chorally/individually (sound/
rhythm)
Use games memory/spelling; affixation; I-spy
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
3/24
TECHNIQUES FOR TEACHING
WORDSVisual
picture, flash card, mime, action, realia
e.g. magazines (show rather than explain)
Verbal
put word in a sentence, make a sound,
describe after defining
Dictionariesbilingual (first language similarity),
monolingual (origins, pronunciation, forms)
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
4/24
MONOLINGUAL DICTIONARY cat /kt/ nounpluralcats
[count]
1 a: a small animal that is related to lions and tigers and that is often kept by people
as a pet
I have two dogs and a cat. often used before another noun catfood see also
tomcat
b: a lion, tiger, leopard, or similar wild animal
2old-fashioned slang: a man
He's a cool cat. You cats are crazy! see also fat cat, scaredy-cat
Cat got your tongue?
informal used to ask someone why he or she is not saying anything You've beenunusually quiet tonight, she said. What's the matter? Cat got your tongue?
curiosity killed the cat
fight like cats and dogs
let the cat out of the bag
http://www.learnersdictionary.com/search/tomcathttp://www.learnersdictionary.com/search/scaredy-cathttp://www.learnersdictionary.com/search/scaredy-cathttp://www.learnersdictionary.com/search/scaredy-cathttp://www.learnersdictionary.com/search/scaredy-cathttp://www.learnersdictionary.com/search/tomcat7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
5/24
VOCABULARY ACTIVITIES
Day 1 Basics for a cat (whiskers, paws, tail) Day 2 Review. Add types (tabby, tom, kitten)
Day 3 Verbs (hiss, scratch, purr)
Day 4 Adjectives (furry, soft, playful) Day 5 Strengths/Weaknesses (good hunter,
kills things, sleeps a lot)
Day 6Metaphors (cats eyes, catty remark,Claw back taxes)
(Woodward 2001)
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
6/24
TIPS FOR TEACHING NEW WORDS
Context
Practice
Vocabulary lists Definitions
Concept check
Random Processing VARK (1992)
Personalize, Personalize, Personalize
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
7/24
CONCLUSION
New effective ways Productive
Process of learning
Experiment Strategies
Responsibility
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
8/24
SESSION 2 HOW TO CONDUCT
THE TEACHER CLASSROOM
OBSERVATIONObjectives:After participating in this session, the Summer Directors of Studies will
be able to:-
1) Have a thorough understanding of the observation process and thedifferent styles and instruments available
1) Interpret training and development needs and design a relevant,focused learning environment
1) Experience observation styles and select the most appropriate
1) Develop the confidence of the participants in training peoplesupportive, unobtrusive, respectful
1) Bring evidence to the feedback session (debriefing) on whether theteacher met pre-agreed targets
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
9/24
RECAP (3 Stages - the Practice Cycle)
Pre-Observation Observation Debriefing
Session 1 How to conduct Pre-Observation
Conferences and Planning
a) Importance of purpose and focus
a) Looked at ways observations notes are takenchronological, diagrams, charts, verbatim
a) Design of observation forms
a) Isolating and prioritising skills
a) Key points that may arise
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
10/24
Kolb's learning styles(Teaching Practice Cycle)
ReflectiveObservation
Feedback
Concrete
ExperienceThe Observed Lesson
ActiveExperimentation
Pre-Observation
Abstract
ConceptualisationDe-Briefing
Engage in Debate
on Areas of
Improvement
Addressing the
Evidence
Develop Action
Plan
Discuss Targets
Planning Reviewing
Doing
Learning
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
11/24
THE LESSON COLLECTION OF
DATA
PROVIDE A DESCRIPTION
DISCUSS THE ACTUAL EXPERIENCE
ANALYSE & INTERPRET FEEDBACKSESSION
PRESCRIPTIVE Looking at
COLLABORATIVE Looking with
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
12/24
NEGOTIATED INVOLVEMENT
Individual as Learner and Advisor as Facilitator
Help teacher develop autonomy
reflection & self
evaluation
(Gebhard and Oprandy 1999)
Non-participant taking notes only
Participant joining students, monitoring pair-
work, talking about their learning
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
13/24
THE OBSERVOR AS A LEARNER
WHITEBOARD
Classroom Verbal Flow Assessment Chart
Teacher __________________________________Date Observed ___________ Start Time______________ End Time
________________
Observation Key+ Correct Response - Incorrect Response
P Teacher Paraphrase CF Correct Feedback
M Monitoring OT Student off Task
CB Corrects Student Behavior SR Student Reads
BB Student Work at Board
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
14/24
OBSERVATION SHEET (EXAMPLE)
CLASSROOM MANAGEMENT, PROCEDURES ANDTECHNIQUES
1. Interaction with Learners:
a) Rapport
b) Awareness of Learners needs & abilities
c) Response to Learners contributions
d) Monitoring & level of support
e) Variation of Teacher role
f) Grading own language for class
2. Learner participation
3. Managing resources
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
15/24
ORAL CORRECTION TECHNIQUES
Teacher did not
correct thismistake
Teacher
corrected thismistake
automatically
Teacher signaled
for self-correction for
this mistake
Teacher invited
peer correction
USE THE CHART TO RECORD DATA ABOUT HOW THE TEACHER
CORRECTS
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
16/24
CONTROLLED AND
SEMI-CONTROLLED PRACTICETECHNIQUES1) Variety in techniques
1) Meaningful practice1) Balance of Teacher/Learner and Learner/Learner
interaction
1) Balance of class/group/pair/individual practice
1) Sequencing of controlled and less controlled activities
N.B. The checklist does not describe competency levels
required
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
17/24
ADVISORS ROLES
Role Model
Organiser
Nurturer Observer
Listener
Supporter
Informant
Conflict Manager
Enthusiast Action Planner
Skills Teacher
Theoretician
(Smith and West-Burnham 1993)
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
18/24
PRODUCING TEACHERS CAPABLE
OF INDEPENDENCE OF THOUGHT
AND ACTION
Actively engaged in
critically examining
what
they do in theclassrooms
Programmed automata
delivering pre-selected
material
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
19/24
ADVISORS POSITION
Help teachers focus on relevant areas
Guide towards performance levels aimed for
Assess level of development/needs ofteacher
Produce an ACTION PLAN based on
situation
Competency lists the menu for these
functions
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
20/24
EXECUTION
Value the teachers perspective
Provide non-judgmental evidence
Listening the starting point Balance self-esteem and self-
actualization (Maslow 1970)
Avoid pre-judging
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
21/24
BEST PRACTICE
Concepts/Skills on the edge of an
individuals knowledge (Vygotsky 1978)
Help the individual through the Zone ofProximal Development (ZPD)
Scaffolding (Bruner 1990)
Adopt and adapt - internalize
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
22/24
THE ROLE OF THE COACH
Leading the teacher to new learning through
the classroom experience
Guiding critical dialogue about current practice
Providing framework to examine
Setting explicit targets
Reflecting in action (where possible)
Reflecting on action (Schon 1984)
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
23/24
TEACHER AUTONOMY
THROUGH SELF-DISCOVERY
Restraints of Time & Personnel
Independent personalised professional
growth Look critically at own teaching
Take responsibilities/manage own learning
Prioritise short/long term planning Articulate/Refine views of teaching
process
(Wallace 1991)
7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2
24/24
CONCLUSION
Feedback Session
Data Collection Training Needs
Advisor/Coach - Confidence
Observation in detail - Styles
Training Cycle Observation
Process
Teacher Autonomy
1
6
5
4
3
2