Session 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)

HOW TEFL TEACHERS CAN TEACH NEW VOCABULARY CREATIVELY AND COMMUNICATIVELY

THE SEQUENCING OF TEACHING NEW VOCABULARY

Present picture, mime Elicit extract the information Feed give it to them Write highlight grammar/pronunciation Concept check understanding by questioning Drill repeat chorally/individually (sound/ rhythm) Use games memory/spelling; affixation; I-spy

TECHNIQUES FOR TEACHING WORDS

Visual

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

Dictionaries bilingual (first language similarity), monolingual (origins, pronunciation, forms)

MONOLINGUAL DICTIONARY

cat /kt/ noun plural cats

[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 cat food see also tomcat b : a lion, tiger, leopard, or similar wild animal 2 old-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 been unusually 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

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 6 Metaphors (cats eyes, catty remark, Claw back taxes) (Woodward 2001)

TIPS FOR TEACHING NEW WORDS

Context Practice Vocabulary lists Definitions Concept check Random Processing VARK (1992) Personalize, Personalize, Personalize

CONCLUSION
New effective ways Productive

Process of learning Experiment Responsibility Strategies

SESSION 2 HOW TO CONDUCT THE TEACHER CLASSROOM OBSERVATION Objectives:

After participating in this session, the Summer Directors of Studies will be able to:1)

Have a thorough understanding of the observation process and the different styles and instruments available Interpret training and development needs and design a relevant, focused learning environment Experience observation styles and select the most appropriate Develop the confidence of the participants in training people supportive, unobtrusive, respectful Bring evidence to the feedback session (debriefing) on whether the teacher met pre-agreed targets

1)

1)

1)

1)

RECAP (3 Stages - the Practice Cycle)

Pre-Observation Observation Debriefing

Session 1 How to conduct Pre-Observation Conferences and Planning

a) a)

Importance of purpose and focus

Looked at ways observations notes are taken chronological, diagrams, charts, verbatim Design of observation forms Isolating and prioritising skills Key points that may arise

a) a) a)

Kolb's learning styles (Teaching Practice Cycle)

Concrete Experience
The Observed Lesson

Discuss Targets

Doing

Addressing the Evidence

Active Experimentation
Pre-Observation

Planning

Reviewing

Reflective Observation
Feedback

Develop Action Plan

Learning

Engage in Debate on Areas of Improvement

Abstract Conceptualisation
De-Briefing

THE LESSON COLLECTION OF DATA

PROVIDE A DESCRIPTION DISCUSS THE ACTUAL EXPERIENCE ANALYSE & INTERPRET FEEDBACK SESSION

PRESCRIPTIVE Looking at COLLABORATIVE Looking with

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 pairwork, talking about their learning

THE OBSERVOR AS A LEARNER

Classroom Verbal Flow Assessment Chart Teacher __________________________________ Date Observed ___________ Start Time______________ End Time ________________ WHITEBOARD

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

OBSERVATION SHEET (EXAMPLE)

CLASSROOM MANAGEMENT, PROCEDURES AND TECHNIQUES 1. Interaction with Learners:
a) b)

c)
d) e) f)

Rapport Awareness of Learners needs & abilities Response to Learners contributions Monitoring & level of support Variation of Teacher role Grading own language for class

2. Learner participation 3. Managing resources

ORAL CORRECTION TECHNIQUES

USE THE CHART TO RECORD DATA ABOUT HOW THE TEACHER CORRECTS
Teacher did not correct this mistake Teacher corrected this mistake automatically Teacher signaled Teacher invited for selfpeer correction correction for this mistake

CONTROLLED AND SEMI-CONTROLLED PRACTICE TECHNIQUES

1) Variety in techniques 1) Meaningful practice

1) 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

ADVISORS ROLES

Role Model Organiser Nurturer Observer Listener Supporter

Informant Conflict Manager Enthusiast Action Planner Skills Teacher Theoretician

(Smith and West-Burnham 1993)

PRODUCING TEACHERS CAPABLE OF INDEPENDENCE OF THOUGHT AND ACTION

Actively engaged in critically examining what they do in the classrooms Programmed automata delivering pre-selected material

ADVISORS POSITION
Help teachers focus on relevant areas Guide towards performance levels aimed for Assess level of development/needs of teacher Produce an ACTION PLAN based on situation Competency lists the menu for these functions

EXECUTION

Value the teachers perspective Provide non-judgmental evidence Listening the starting point Balance self-esteem and selfactualization (Maslow 1970) Avoid pre-judging

BEST PRACTICE

Concepts/Skills on the edge of an individuals knowledge (Vygotsky 1978) Help the individual through the Zone of Proximal Development (ZPD) Scaffolding (Bruner 1990)

Adopt and adapt - internalize

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)

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)

CONCLUSION
6 5 4 3 2 1 Feedback Session

Teacher Autonomy

Advisor/Coach - Confidence Observation in detail - Styles

Data Collection Training Needs

Training Cycle Observation Process