TEFL6_week 5

• Engels
• HBO
• Studiejaar 2

TEFL 6 session 5 2019-2020

Work in progress

Learning objectives

• You can select useful tools to deal with mixed ability in the langauge classroom
• You can apply the theoretical information about your topic for your specific teaching area in your teaching context.
  
• You can prepare the script/storyboard of your flipping clip.

Course outline

1. Warm-up
2. Team work
   
3. (Brain break on demand)
4. Follow-up

Warm-up

WHAT ways to deal with mixed ability do you see?

WHICH of these tools can you use in your teaching practice?

Discuss why the use of brain breaks / energizers is good: to interrupt cognitive phase - follow attention span, often connecting both hemispheres for more efficient work afterwards: new energy. Brain breaks boost blood flow, send oxygen to the brain, and help kids better retain information. Research has shown that Brain Breaks increase students' on-task behavior AND the amount of physical activity they get every day so it's a win-win.

How do you use them: when you feel class/learners get stuck, run out of energy, literally need to move after sitting still too long, etc. Make it a short, well-organised break. Once students know the drill, it will only take 5-10 mins.

0

Special needs  class with a lot of facilities to cater for the differences

Differentiation

different instructions + task + outcome 

+ grouping + questioning + expectations

> scaffolding: writing frames

> better classroom management

Briefly discuss the tools shown in the video and the scaffolding offered per student. Use the picture to show how grouping can help when differentiating: mixed groups, same needs groups, same task groups, expert groups, skills groups, etc.

Ask students if they have ever worked with writing frames, and also with different forms for groups of students (slightly different task, question, outcome. Do they like the idea?

Also discuss the fact that using methodology can help deal with behavioural problems too. Good preparations and tasks tailored to work for these students are a great help.

Teams

1. Complete your practical application: how will you apply your topic with your teaching area in your teaching context. 
2. Brainstorm about the flipping clip, make a plan and divide tasks.

Use numbered heads to check if all group members can answer the questions. Explain how numbered heads works and why you use it with cooperative learning.

Guidelines flipping clip

• Aim: inform & inspire 
• Audience: language teachers
• Content: 1) definition, 2) practical application, 3) reference to relevant theory (justification) > check assessment form
  
• Format: free but do VISUALISE!

Use this slide if students have questions about the clip. 

Tell them the feedback form for the flipping clip is on #OO - for those who want a preview.

Brain break

Can be used to do a brain break plenary or for an individual group like I did in week 4

1 BALANCING BOOKS

 Grab a book. 

Put it on your head. 

Walk around the with the book on your head. 

If it falls, freeze until a classmate picks it up and puts it back on your head without dropping their own book. 

2 AND THEN...
One student says a sentence to start a story. The next student adds a new sentence to the story... continue until all of you have shared a sentence, and you have a class story!

3 SNAP WINK

Snap your right fingers while you wink your left eye. 

Snap your left fingers while you wink your right eye. 

Keep switching back and forth for one minute!

4 CRISS CROSS

Touch left hand to bottom of right foot five times. 

Touch right hand to bottom of left foot five times. 

Touch right hand to bottom of friend’s right foot five times. 

Touch left hand to bottom of friend’s left foot five times.

5 FINAL COUNTDOWN

Teacher says “one”. 

Someone must stand and say “2”, 

then someone else must stand and says “3”. 

If two students stand up at the same time and 

call out the same number, start back at 1. 

Play for three minutes and keep track of how high you get. 

Try to beat your record next time!

Learning objectives

• You can select useful tools to deal with mixed ability in the langauge classroom
• You can apply the theoretical information about your topic for your specific teaching area in your teaching context.
  
• You can prepare the script/storyboard of your flipping clip.

Follow-up

1. SAVE + BRING all work done
   
2. BRING everything you need to make / record the flipping clip.

Some groups will be ready to film/record next week, some will still need time to discuss the details. ITP students will miss next class so the teams will divide tasks evenly themselves. teacher-friendly :-)