Instructor Guide Teaching tenses with pictures

I N S T R U CT OR G UI DE : T EA C H I NG T EN S E S WI T H P I C T U RE S

THEORETICAL FRAMEWORK

PROBLEM DESCRIPTION

A method for teaching verb tenses with pictures as a teaching technique was presented at a workshop for new teachers held in an educational institution twice a year. Originally the technique was presented as a simple description of the steps in a word document. Consequently many participants incorporated the technique into their classroom either because they were not convinced or did feel comfortable enough to use it. Having personally tested the activity in the classroom and become convinced of its value, I would like to create an instructional guide along with visual materials that would make it easier for a workshop facilitator to teach language instructors the steps of teaching grammar with pictures. Currently, instructors do not follow the steps sequentially, thus do not move from simple to

more difficult and therefore often confuse the students.

GLOSSARY

Facilitator – person who leads the workshop. This guide is addressed to the facilitator.

Participant – language instructor participating in the workshop, also “instructor” in this guide.

Student – foreign language student, the object of participants’ teaching.

Workshop – learning context where the instruction of participants happens. This guide is created to conduct the workshop.

Lesson – foreign language lesson, learning context where participants teach language students.

Learning Consultant – personal student’s consultant to advise them on the language learning process.

Behavior modeling methodology was chosen for designing the workshop because the problem aligns with the characteristics of the behavior model. Thus participants of the workshop need to learn prescribed steps of a behavior and practice the behaviors to enlarge their repertoire of activities, also learned behaviors can then be transferred to similar situations, e.g. teaching other grammar patterns or vocabulary. The workshop is designed so that participants as long as the facilitator give concrete feedback and reinforcement in the process of learning.

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Instructor Guide Teaching tenses with pictures

TARGET AUDIENCE

The target audience consists of native speakers of approximately70 languages who have come to the career of foreign language instruction from an array of academic and professional backgrounds. Some participants are new to teaching foreign languages, some participants have formal education in linguistics, foreign languages or education, and some have extensive experience in teaching second languages. New instructors are often enthusiastic about learning and willing to absorb large amount of information, but might know little about language learning or instruction in general. Experienced instructors are usually looking for new ideas, and willing to volunteer in the workshop activities. The workshop is carried out during working hours with optional attendance.

28%

22%

50%

Target audienceLinguist professionals People from different background Educators

DESCRIPTION:

THE ABOVE PIE CHART SHOWS THE PERCENTAGE OF TYPICAL TARGET AUDIENCE. THE PERCENTAGE VALUE FOR EACH CATEGORY IS AS FOLLOWS:

LINGUIST PROFESSIONALS – 50%

EDUCATORS – 28%

PEOPLE FROM DIFFERENT BACKGROUNDS – 22%

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Instructor Guide Teaching tenses with pictures

OBJECTIVES

PARTICIPANTS WILL KNOW HOW TO:

Determine when “Teaching with pictures” is the best practiceFind and select appropriate visual materialsPerform the steps necessary for the activity

DESCRIPTION OF THE WORKSHOP

This is a workshop for both new and experienced instructors held in an educational institution specializing in teaching foreign languages. The workshop is designed for 15-20 participants; it is held in

a classroom equipped with a Smart Board, tables, and flipcharts. This workshop will be offered at least 4 times a year. The purpose is to introduce instructors to the pedagogical activity “Teaching Tenses with Pictures” and help them incorporate it into their everyday practice.

MATERIALS

FacilitatorClassroom with 20 chairs and at least 5 tablesSmart Board with PowerPoint software, internet access and speakers“Teaching Tenses with Pictures” PowerPoint presentation“Demonstration of Teaching Tenses with Pictures” PowerPoint presentation5 sets of pictures size 8.5 by 11. Every set contains 5 pictures showing people performing daily routines and a chart. On the pictures are the verbs of the main action written in the target language.Handouts of “Teaching Tenses with Pictures” PowerPoint presentation

FIGURE 1 “DEMONSTRATION OF TENSES WITH PICTURES” POWERPOINT PRESENTATION

FIGURE 2 "TEACHING TENSES WITH PICTURES"

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KNOWLEDGE DOMAIN

The instruction addresses a combination of cognitive (ability to select content and appropriate visual materials), affective (willingness to use the technique) and psychomotor (ability to find, print and cut pictures) domains where the first two play the most important role.

Instructor Guide Teaching tenses with pictures

WORKSHOP ACTIVITIES

The facilitator first introduces all participants to three types of learners by demonstrating an instructionally entertaining video that also serves as an attention grabber. Then facilitator focuses on visual learners to explain rationale behind the activity. Then following the behavior modeling:

1. Facilitator presents the “Teaching Tenses with Pictures” activity and breaks it down into 5 steps with each step broken down into 3-4 sub steps.

2. Facilitator demonstrates the technique in action with participants playing students’ role.

3. Participants are divided into 5 groups and are asked to practice all the steps sequentially. Participants are then asked to carry out a lesson simulation by presenting one step in front of the group.

4. Facilitator goes around the room and provides feedback and reinforcement. Participants share their thoughts, feeling and observations when playing students’ role.

5. Facilitator leads the discussion about different scenarios of using the activity, brainstorming where and how the technique can be used. Facilitator shows how to access picture resources, premade slides, etc.

6. Participants are given handouts with a summary of the 5 steps and a list of picture resources. Students’ personal learning consultants are informed about the workshop and invited to attend one so they can further remind instructors to use the technique with visual learners.

TIMEFRAME

Activity TimeTotal instructional time 120 minutesIntroduction 20 minutes (There are also explanations of the

rationale and background to help teachers grasp the value inherent in teaching with pictures.)

Presenting steps 2 * 5 minutes

Demonstrating steps 5 * 5 minutes

Break 10 minutes

Practice in groups 20 minutes

Practice taking turns 20 minutes

Summary discussion 20 minutes

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