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Student-teacher Training at Muban Chombueng Rajabhat University

Student-teacher Training at Muban Chombueng Rajabhat University. Storyboards EDU623 Designing Learning Environments Bradley Opatz. Slide #1. Defining the Learning Objective. Onscreen Content. https://www.teachingchannel.org/videos/making-lesson-objectives-clear.

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Student-teacher Training at Muban Chombueng Rajabhat University

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  1. Student-teacher Training at MubanChombuengRajabhat University Storyboards EDU623 Designing Learning Environments Bradley Opatz

  2. Slide #1 Defining the Learning Objective Onscreen Content https://www.teachingchannel.org/videos/making-lesson-objectives-clear Every lesson has an objective: a clear statement of what you expect the outcomes of the lesson to be. Objectives need to be achievable and testable……..Why?? So you know that students are learning! Some action words to use are: allocate, arrange, circle, classify, collect, compose, construct, correct, design, determine, explain, group, identify, match, organize, rank, select, sort, survey, tabulate, underline. Examples: Students will be able to circle nouns in a passage. Students will be able to talk about going to the beach. Can you think of any other examples? WECI. (2012). The TEFL Course: Student’s Manual. WECI English & Computer Institute: PrachuapKirikhan. Detailed Script Defining the learning objective is the first learning objective of the student-teachers. This is the most basic step in making an English Language lesson. The objective defines what the goal of the teacher is for the students. Give an overview of the onscreen content and elicit interaction to all onscreen questions from student-teachers. Give some examples of learning objectives used in lessons using the “students will be able to” (SWBAT) model; play the video. Have student-teachers work in pairs to form objectives, given a topic and associated vocabulary from the materials. Check work for accuracy and direct questions to others who have mastered the content when applicable. Have student-teachers present their learning objectives to the class. Interactivity / Navigation Answers will be elicited from student-teachers and learning will be assessed through observation and verbal interviews from pair work. The video will be shown to the entire class.

  3. Slide #2 Warmers Onscreen Content http://busyteacher.org/teaching_ideas_and_techniques/warmers/ http://www.britishcouncil.org/portugal-inenglish-2002a-warmers.pdf http://www.developingteachers.com/ • A warmer is a game or activity at the very beginning of the lesson. • Some examples are: hangman, singing a song, action mimes • Warmers should: • Be interactive (get the students out of their seats) • Grab the student’s attention • Add humor • What are your favorite warmers?? • Let’s do some warmers together now! • American TESOL Institute. (n.d.). An Introductory Course in • Teaching English. Asia Pacific: Author. Detailed Script Warmers can act to introduce a lesson, but mostly they are used to encourage a positive attitude towards English. Explain the importance of warmers using the onscreen content and then lead the student-teachers in a variety of warmers found in the materials (clap and say, passing on, action mimes, sing-alongs). Student-teachers will then pick a warmer from the multimedia content using mobile internet devices and practice leading warmers, first in large groups, and then for the entire class. Observe the student-teachers leading warmers for effectiveness. Interactivity / Navigation All student-teachers will participate in warmer activities and lead warmers, in a group, for the class. Student-teachers will explore the multimedia resources for relevant warmers on mobile internet devices.

  4. Slide #3 Lesson Presentation Onscreen Content • The Lesson Presentation is where you demonstrate what the students are expected to do. The presentation: • Introduces the new material • Defines terms and new vocabulary • Stimulates student interest • May include aids to demonstrate the point • Should demonstrate what is required (rather than explaining) • Should be short and comprehensive • Let’s practice presenting! • WECI. (2012). The TEFL Course: Student’s Manual. WECI • English & Computer Institute: PrachuapKirikhan. http://www.youtube.com/watch?v=eWpQe3jFaUk http://www.youtube.com/watch?v=L1WORNKg6EM Detailed Script If Defining the Learning Objective is the backbone of the TEFL lesson, Lesson Presentation is the heart. Modeling and dialogues are based on the content presented in a lesson. Give an overview of the onscreen content and then lead three lesson presentations after stating the lesson objectives. Describe the connections between the lesson objectives and the lesson presentations. Show the first youtube.com video and ask the student-teachers to analyze how the facilitator presented to the ESL class. Next, show the second youtube.com video and again ask to analyze how the lesson was presented. Lead the student-teachers in a group evaluation comparing and contrasting the techniques used by the facilitators in the videos. Have the student-teachers work in small groups to work on creating individual lesson presentations, given an objective with associated vocabulary and phrases from the materials provided. Practice should be done in large groups and then presented, individually, to the entire class. Record presentations for critique, improvement and assessment. Observe group work and student presentations. Interactivity / Navigation Student-teachers will participate in group discussions, group work and individual lesson presentations after viewing the multimedia resources. Recorded presentations will be made available to students.

  5. Slide #4 Practice with Modeling Onscreen Content Modeling during an English lesson gives students a chance to listen to new vocabulary and phrases with correct pronunciation and practice saying the new words. Let’s practice modeling correct pronunciation now! http://www.youtube.com/watch?v=6kPyJUDTo0A Detailed Script Review onscreen content and then write vocabulary words and phrases from the materials provided. Model pronunciation for the student-teachers and have them repeat until correct. Play the video. Have student-teachers practice pronouncing vocabulary and phrases from the materials provided in small groups. Observe and correct pronunciation during group work and then have student-teachers practice modeling to the entire class. Record modeling presentations for critique, improvement and assessment. Interactivity / Navigation Student-teachers will take part in the modeling exercise given by the facilitator, model correct pronunciation in small groups and model to the class as a whole. The video will be played to the entire class; recorded modeling will be made available.

  6. Slide #5 Practice with Dialogue Onscreen Content Dialogues guide students in having conversations in English. We use the A/B model: A: Hello, how are you? B: Hi. I’m doing well, and you? Start first with Teacher-Teacher dialogue: say the A/B dialogue alone by facing an imaginary person, switch positions with each speaking part. Repeat this twice. Next, lead a Teacher-Student dialogue: the teacher will be “A” and the student is “B”. Repeat this a few times with different students. Finally, have students perform a Student-Student dialogue: students will complete A/B dialogues alone; observe students for accuracy. Let’s practice leading dialogues! http://squirrelspace.blogspot.com/ Detailed Script Review the onscreen content and model dialogues with the given model. Do this three times using the materials provided. Have student-teachers explore the multimedia content on their mobile internet devices. Hand out dialogues and have student-teachers practice student-student dialogues in small groups. Have student-teachers practice leading dialogues in large groups, and then the class as a whole, using the given model. Observe students in small groups, large groups and class dialogues. Record dialogue presentations for critique, improvement and assessment. Interactivity / Navigation Student-teachers will participate in the facilitator dialogues when elicited, small group work, large group work and give a class dialogue presentation. Recorded dialogues will be made available.

  7. Slide #6 Production Onscreen Content Defining Learning Objectives Warmers Practice with Modeling Practice with Dialogue The Lesson Plan worksheet will be placed here. Detailed Script Review what the student-teachers learned over the past modules (In Warmers, we practiced how to lead Warmers before a lesson, etc.). Hand out materials for creating individual lesson plans, integrating knowledge from the past four modules, and have the student-teachers work in small groups to produce a TEFL-style lesson. Review lesson plans for accuracy and refer any problems to student-teachers who have mastered the content. Have student-teachers present their lesson in a secondary school; record lessons for critique, improvement and assessment. Interactivity / Navigation Student-teachers will produce lesson plans in small groups and teach them in a secondary school. The recorded lesson will be made available.

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