Upload
hoangthuan
View
215
Download
2
Embed Size (px)
Citation preview
PROGRESSIONOF LEARNINGTRAINING
FOUNDATION REVIEW01
EFFECTIVE TEACHING STRATEGIES02
PROGRESSION OF LEARNING03
EFFECTIVE PROGRESSION PLANNING04
APPLICATION05
Foundation Training Principles: ReviewWrite down any points you need to incorporate back into your teaching.
Dos & Don’ts Warm UpWrite down any points you need to work on.
4
Think about your most recent classes and rate yourself on the following Foundation Teaching Principles:
Evaluation Criteria Always Sometimes Never
I am learning the unit well before I teach it.
I am teaching the phonograms and all of their sounds correctly.
I am pointing to the words during shared reading big books and shared reading poems.
I am using intonation and expression in my voice.
I am pointing precisely to the pictures during songs, stories, and chants.
I am air-writing every phonogram correctly.
I am praising my students for specific things they are doing well.
My materials are organized and I am making a class plan for my lesson.
I am keeping even coverage of my materials.
I am planning transitions for my students to move around before they get restless.
I am planning opportunities for my students to use the language they have learned in the materials.
I know the objective I am trying to help my students reach.
I am maintaining an English-only environment.
I am maintaining a clear routine and my students know what is expected each time they come to class.
I am reminding my students about using REP at home and check that they are doing REP.
So, how am I doing??
GrapeSEED Foundation Teaching: Self-Evaluation
Progression Training GrapeSEED 2014
5
Input: Show students how to use language and skills
Model: Involve students in how to use language and skills
Ask Ques1ons: Prac6ce using language and skills
Extend Learning: Transfer language and skills into real-‐life
Assess: Assess students on their use of language and skills
Input&
Model&
Ask&Ques0ons&
Extend&Learning&
Assess&
Lesson Planning - Daily Self-Check:
1) What is the objec/ve of this lesson?2) What am I asking my students to do today that I didn’t ask them to do
yesterday?3) Am I challenging my students?4) Are my expecta/ons appropriate to my students’ abili/es?5) Am I prepared to help my students reach the objec/ve?
6
Five Strategies for Effective GrapeSEED
Teaching
Sample Ques+ons
Connec+ng Qs
Who goes to hide?
Where do you play?
Who goes to find them?
Where do liJle Black Beans go?
Who pushes Corn on the swing?
What does Pineapple do?
Where do Apple, Lemon, Pear and Potato go?
When do you get dirty?
How does Onion feel?
Why does Onion feel sad?
When do you feel sad?
Why does no one play with Onion?
On����������� ������������������ the����������� ������������������ next����������� ������������������ page,����������� ������������������ think����������� ������������������ of����������� ������������������ your����������� ������������������ own����������� ������������������ questions����������� ������������������ for����������� ������������������ the����������� ������������������ rest����������� ������������������ of����������� ������������������ the����������� ������������������ story...
Comprehension Qs or Use the
language
9
Asking Be*er Ques.onsTake one story from your lesson plan and write out as many ques5ons as you can.
Comprehension Qs or Use the Language Qs Connec.ng Qs
11
Extending Learning Ideas: Unit 2
Early in the Morning “This is the way we...” Model -‐ “This is the way we...” Let the kids be the teacher and tell the class what to do. Have the class all do the action and repeat the phrase. Example: “This is the way we push in our chairs when we go home.” “This is the way we tie our shoes after gym.” “This is the way we line up when we go to lunch.” etc...
Notes:
Just Wiggle! “Use your ... to ... “ Model the phrase: “Use your ... to ... “ Let the kids think of one on their own and be the teacher. “Use your scissors to cut the paper.” “Use your hand to shake hands with a friend.” “Use your books to read a story.” Let the kids say the phrase and have their friends respond by modeling the action. Notes:
Nice Things to Say Model nice things to say. Create little scenarios or role plays to demonstrate examples. For example, “You bumped me.” “I’m sorry.” “It’s okay! I’m fine.” etc... Notes:
Head, Shoulders, Knees and Toes Mix up the order of these body parts “Knees, head, shoulders, knees, shoulders, knees...” Also, sing other lesser known body parts as well. Example: “Legs, elbows, neck and chin, neck and chin...”
Notes:
Samples
13
Blue Model phrases using “of” for example, “I like the color of my shirt.” “I like the color of my pajamas.” Ask, “Don’t you?” or use “of” in other ways: “Look at the shape of my sandwich.” Take it even further by saying, “My pajamas are pink and purple. I like the color of my pajamas. Don’t you?” Notes:
All These Things Model expressions “... go on my...” “...goes on my...” Make sure the students can hear the correct pronunciation. For example, “My books go in my backpack.” “My pencil goes in my pencil case.” “Cheese goes in my sandwich.” Notes:
Two “I have two...” The expression “I have two...” Prepare a bag ahead of time with “Many Things” -‐ multiple objects of the same kind. Let the children pick out some and say, “I have two bananas.” “I have seven pencils.” “I have six erasers.” They will have “two of many things” from the bag.
Another idea: Play a guessing game one where child is blindfolded (or eyes closed) and needs to guess while other child describes themselves. Student A: “I have one blue shirt. I have two black boots. I have long hair.” Student B: “Are you Lisa?”
Notes:
14
Too Big, Too Small “You have a nice... But I cannot wear it. Your ... is too ...” Model, “You have a nice... But I cannot wear it. Your ... is too ...” Prepare a variety of clothing of sizes. Let a child pull out one prop and have his friend describe by using the expression above. (Be careful for sensitive little ones. Use outrageous sizes for fun and to avoid hurting personal feelings about the child’s actual clothes.) Alternative: Children can dress up dolls in wacky clothing and practice those phrases. Take pictures and write a class book using the storyline. Notes:
Ten Things “I have... in my...” Model the expression, “I have... in my...” Let the children take turns bringing something from home. “I have many crayons in my backpack.” They could bring a picture/draw a picture of their room during a center time or at home. “I have 1 bed in my room.” “I have so many toys in my room.” Draw a picture of under their bed and have them tell their friend what they drew, “I have one sock under my bed.” Notes:
Other Ideas:
15
Extending Learning Ideas: Unit ____In a small group, choose one unit to work on. Look through the materials and pick three materials. Write down any ideas you may have to extend the expressions into the students’ real lives. Include how you would model, if necessary.
1)
2)
3)
16
Teacher
Student
• Listen a1en2vely• Focus on understanding
• Input new language and skills• Model accurately• Draw students’ interest• Work for comprehension
• ask Qs
• Demonstrate understanding by sharingresponsibility with the teacher• whole group par2cipa2on
• Begin to assess comprehension by sharing responsibility• ask ques2ons• extend learning
• Assess for accuracy, model & input when needed
• Increase challenge to small groups and individuals bywithdrawing support• extend learning
• Assess for accuracy, model & input when needed
• Demonstrate accuracy by holdingthe majority of the responsibility• small group par2cipa2on
• Increase challenge, according to individual abili2es• Listen to individuals
• assess skills by extending learning• model when needed
• Demonstrate learning by leadingthe responsibility• individuals
I DoYou Watch
I DoYou Help
You DoI Help
You DoI Watch I Do
You Watch
I DoYou Help
You DoI Help
You DoI Watch
Progression of Learning Overview*Teacher gradually releases the responsibility to the students, according the their ability.
17
Teacher
Student
I Do; You Watch
I DoYou Help
You DoI Help
You DoI Watch
• Ask each other ques3ons• Answer each other’s ques3ons• Engage in conversa3on on topics according to materials.
I DoYou Help
• Answer the teacher’s ques3ons (phrases)• Demonstrate accurate fluency & pronuncia3on
• Listen to the teacher model• Answer the teacher’s ques3ons (words or phrases)
Students Needing Higher Level of Challenge*Older ESL, ELLs, or Other
I DoYou Watch
• Demonstrate accurate fluency & pronuncia3on• Ask the group ques3ons• Make connec3ons to real life & other learning
You DoI Help
You DoI Watch
• Input new language and skills• Model accuracy• Ask a few ques3ons to assess basiccomprehension
• Ask ques3ons, expect to be answered in phrases• Model connec3ons• Assess for accurate fluency & pronuncia3on
• Model to help students make connec3ons• Assess for accurate fluency & pronuncia3on
• Allow students to ask and answer each other’s ques3ons• Provide conversa3on points, if necessary
• Ensure individuals are demonstra3ng skills learned• Assess by asking ques3ons for accuracy
18
Teacher
Student
I DoYou Watch
I DoYou Help
You DoI Help
You DoI Watch
I DoYou Watch
I DoYou Help
You DoI Help
You DoI Watch
Students Needing More Input*Young children ESL & ELL; students with low language
• Input new language and skills• Model accurate pronuncia:on & fluency• Work hard for comprehension
• use props and DVD• ask Qs
• Listen aEen:vely• Be drawn in through crea:ve & meaningfulstorytelling
• Confirm comprehension through askingques:ons and modeling phrases
• Model accurate pronuncia:on & fluency• As students join, make sure they are ready.
• If they struggle or lag behind, encouragethem to stop and listen.
• Allow students to take the lead; model when necessary.• Con:nue to ask ques:ons.
• Answer simple comprehension ques:ons.Understand the concepts presented in thematerials.
• Begin saying known words along with theteacher.
• Con:nue to focus & be interested.
• Take the lead.• Answer ques:ons in words or sentences.
• Apply language to real-‐life situa:ons.• Assist students in extending learning opportuni:es.
19
Sample Lesson, Sample Teacher Unit 14, Lesson 22 Date: 1/28/2014
Material Est. Time
Comments/Questions to Ask
Song - Fuzzy Wuzzy Friend 3 3 Sing as a group to warm up the class. No emphasis today
Story – Where Did He Go? 5 All the children tell the story – Assess: pronunciation & accuracy. Model as needed
Chant – Yes, They Will 4 Hear all of the children – Assess: pronunciation & accuracy.
Song – Who Am I? 6 Sing once. Extend Learning: Give examples of children in the class and have them guess. Expression to practice: "Who am I? Try to guess if you can. I have a (red t-shirt) and I (am tall). Now, who do you think I am?
Story - The Hayride 5 Input - students listen to me telling the story.
SR BBig Book – The Farm House x2 3 Assess small groups/individuals during 2 readings. Model pronunciation as needed.
Song – I Went to See My Grandfather
4 Children sing as a group – Assess – Model as needed.
Story – Pinky the Pig 7
Input: Children listen to the story. Whisper along if they know.
Ask Comprehension Questions about half of the story after reading:
1. In the spring, what do Daniel and Donna always do?
2. What did the pig have?
3. How did the little one feel?
4. What did they name the pretty pink pig?
5. What did Donna and Daniel do everyday?
6. Did pinky know he was a pig?
SR Poem – Mice in the Corn x2 3 Assess: pronunciation & accuracy.
SR Poem - Spider on the Wall x 2 3 Assess small groups/individuals during 2 readings. Model pronunciation as needed.
SR BB – The Cows Counted x2 5 Assess: pronunciation & accuracy. Extend learning: Expression to practice: Have a child count something. “(Tammy) counted (four chairs)….”
Planned time – 40 minutes + additional materials, if needed
Remind children about doing REP at home as they leave.
If there is time, do the following:
20