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Creative Teaching Workshop

Creative Teaching Workshop. My Email Address. justin.kaley@cengage.com. Today: Creative Teaching. Our goal as English teachers…. To make language learning more motivating and successful. Teaching. =. Learning?. People learn best when. personally meaningful engaged & active

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Creative Teaching Workshop

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  1. Creative Teaching Workshop

  2. My Email Address justin.kaley@cengage.com

  3. Today: Creative Teaching

  4. Our goal as English teachers… To make language learning more motivating and successful

  5. Teaching = Learning?

  6. People learn best when ... • personally meaningful • engaged & active • purpose is clear Professor Curtis Kelly ELT Specialist

  7. Teaching Creatively Means Engaging ALL Learners… What kind of learner are you?

  8. A. Visual learners These students learn best by seeing. They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs.  B. Auditory learners They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder. C. Kinesthetic Learners They learn through moving, doing and touching. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.

  9. Variety in Learning Activities Discussions Problem solving Reading aloud Pictures Brainstorming Flash cards Dictation Projects Roleplays Games Posters Mind maps Songs Surveys Miming Competitions TPR

  10. Creative Activities

  11. Pictionary Pages 11-12

  12. Why focus on vocabulary? • If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. • Without grammar, you can say or write very little. Without vocabulary, we can say or write nothing. • Professor Hugh Dellar • English Teaching Expert

  13. Drawing Dictation

  14. Why do a drawing dictation? -Listening practice -Focus on meaning -Interesting

  15. Listening

  16. What Makes Listening to a Recording Difficult? No context/background Can’t see the speakers Cannot control the speed Can’t ask questions Unknown vocabulary Know written form, but not spoken

  17. What’s the weather like? What are they talking about?

  18. Page 11

  19. Benefits of Dialogs -A model -More use of target language -Guided practice -More student talk time!

  20. Potential Problem with Dialogs: -Just reading practice? -Students really listening to each other? -Real communication?

  21. Read and Look up Page 11

  22. Memory Match Page 14

  23. Memory Match Listening Practice 1 2 3 4 5 6 7 8 9 10

  24. Why do a Memory Match? • Interesting • Easy to play • Gives students opportunity for repeated listening • Demonstrates comprehension • Turns written activity into oral skill practice

  25. Beehive Page 14

  26. Why Do a Beehive? -Fast-paced and easy -Interesting -Good for multi-level classes -Gets all students involved

  27. Why use video? • Motivation/Interest • Language Models • Window on Culture • Stimulus/Input • Moving Picture Book

  28. General Guidelines for Video • Test, test, test! (Equipment) • Recycle (Watch at least 2 times) • Modeling • Simultaneous Activities to a Minimum

  29. We’re going to watch a video about archaeologists Activity: Predict What You’ll See Talk with a partner: What is ‘Archaeology’? What are some things you think you’ll see in the video?

  30. Activity: Split Viewing – SOUND OFF Let’s try it! One student watches and describes to other student, who isn’t watching.

  31. Post-Viewing Activities

  32. The ever-increasing dialog Round 1: Students talk in pairs for 1 minute about the video. NO STOPPING Round 2: New partner – 2 minutes Round 3: New partner – 3 minutes

  33. What “real, authentic” English do you hear in the video? Uh-huh Yeah Ah, Yep, Mm, Hey,

  34. Increasing Awareness of Language Use Have students notice and then discuss/explain • discourse (e.g., how ideas are connected) • speech acts (e.g., how to give a compliment) • linguistic expressions (e.g., how do they say the time?)

  35. Video as a Pre-writing Activity Writing exercises • A critic • Essay about a similar topic • Compare and contrast paragraphs • Re-write the ending • A letter giving advice to a foreigner who is going to visit the place in the video

  36. Thanks for listening! Justin Kaley justin.kaley@cengage.com

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