TEFL6_week 4

• Engels
• HBO
• Studiejaar 2

TEFL 6 session 4 2019-2020

Work in progress

Learning objectives

• You can put the correct and relevant information in your theoretical framework.
  
• You can apply the theoretical information about your topic for your specific teaching area in your teaching context.
• You know what the guidelines for the flipping clip are.

Course outline

1. Key questions quiz
   
2. Team work
3. Checkpoint & follow-up

Checkpoint

Each team will be given 2-3 questions regarding their topic.

These questions are designed to check awareness of key concepts.

Each member of your team should be able to answer each question (individual accountability).

Example: theoretical framework

A suggested format for your theoretical framework is included with the quiz. This is meant to help you structure information. Not mandatory.

Quiz waarbij steeds per groep van het topic antwoord gegeven moet worden dmv numbered heads.

Teams

1. Complete your theoretical framework for your topic: useful and relevant information for a) a complete general definition and b) your teaching context & teaching area
   
2. Brainstorm applying this theory on your specific teaching area for your teaching context

Guidelines flipping clip

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

Use the slides before or while students are at work. In my group they wanted to know what the flipping clip should look like.

The form is free and can be 1 speaker, more speakers, just visual + audio, etc. But the clip should engage the audientce for about 8 minutes, so meaningful visualisation is key. Refer to requirements on assessment form.

Brain break

Explain the function of brain breaks - to reactivate the brain, to energise, very often by connecting both hemispheres. Offering choices is activating so also brain-friendly. The brain also likes colours, hence the colourful slides.

Choose a brain break at random or spin the wheel to decide.

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!

Teams

1. Complete your theoretical framework for your topic: useful and relevant information for a) a complete general definition and b) your teaching context & teaching area
   
2. Brainstorm applying this theory on your specific teaching area for your teaching context

Learning objectives

• You can put the correct and relevant information in your theoretical framework.
  
• You can apply the theoretical information about your topic for your specific teaching area in your teaching context.
  
• You know what the guidelines for the flipping clip are.

Follow-up

1. SAVE + BRING all work done
   
2. KEEP working on your idea for your teaching context and teaching area.