Week 5

Activity

Time

Instructions 

Materials

Gain attention

Activities: 

Group and chant

10” 

Energizing chant ( I feel so good)

Trainer displays presentation with the saying, If a child cannot learn the way we teach, maybe we should teach the way they learn.

Trainer asks several questions related to the quotation 

1. What do you infer from this quote?
2. Do you think the teacher should change the way they teach? If so? Why?
3. Do you often use quotations in your classes?
4. What effect do quotes have on learning process?

OR Give teachers questionnaire

How do you use questions to fillin 

None

Inform learners of objectives

Activity: 

Write On board or show in power point

5”

Introduce objectives on the board. By the end of the workshop participants will be able to 

By the end of the module, trainees will be able to:

-understand how to form and give effective questions to check comprehension and increase students’ learning

-use appropriate teacher talk for choosing and using effective questions depending on different learning goals

-elicit students’ answers by giving effective questions

None

Stimulate recall of prior learning

Activity: 

Discusion

20” 

In groups discuss: 

Question 1:

Discuss the strengths and weaknesses of these techniques for checking that learners have understood new words.

a The teacher asks a learner to translate the word (or phrase) into their own language.

b The teacher asks Do you understand?

c The teacher asks the students to use the word in a sentence.

d The teacher asks short, easy-to-answer questions. For example: If you are head over heels in

love, are you in love a lot, or a little bit?

Possible questions 2:  Choose depending on time.

1) How do you check students understanding? 

2) Are “Do you understand?” and “Is that clear?” effective methods of understanding. 

3) Are you familiar with the term HOTs and LOTs?  What do they stand for and what is the difference. https://www.teachingenglish.org.uk/blogs/sakilandeswari/higher-order-thinking-skills-hots

4) Which types of questions do you know that serve as effective stimulating tool to speak up?

5) How would you teach students answer properly?

6) Why do teachers need good questionsing skills? 

Elicit answers from trainees. Effective questions also save time, aids to teachers to scaffold, bring mutual understanding and turning students to right paths in catching up topic.

None

Present the content

Activity: 

Videos GO +/-

30”

1) Video Presentation about Effective questions and answers strategies 

https://www.youtube.com/watch?v=TMGRuuhiCBU

https://sites.google.com/view/mason-tete/webinar-recordings

CCQ

2) Graphic organizers to fill while presentation (trainers can choose any of them that they think best suitable for topic and convenient to them)

3) TPR (total physical response- thumbs up thumbs down) to check the comprehension true-false questions, like: 

a) HOT questions are higher order thinking questions which help to think critically 

b) True false questions are the version of comprehension checking questions

c) comprehension checking questions are needed to give extra information about topic 

d) we use questions to initiate discussions

e) questions may help to generate group works 

f) giving questions and eliciting answers can be done without any strategies 

Videos 

GO 

5. Guide learning 

Activity 1

Sort 

1. Get into small groups 

2. Hand out sort:  You will need to cut up before handing out. 

Sort Effective ineffective questions

Cut up for groups. 

Activity 2  Wall read.

20” 

Wall reading- The article related to the topic will be cut and stick on the four corners of the wall. Teachers in groups walk around and answer the questions given in the hand-out about effective questioning, then with the trainer they discuss the answers. https://americanenglish.state.gov/files/ae/resource_files/september_teachers_corner_week_3_final_1.pdf

Gallery Walk Signs

Activity 3

ICQ

15”

ICQs

1. Have teachers refer to the ordering of instructions they did in the last workshop.   For each set of instructions have them 

write 3-4 ICQs. 

2. Have teachers get into the groups they had last workshop based on the activities they taught.   Write ICQ for instructions.

3. Have teachers choose one lesson from book about a topic or grammar point, theme.   Write CCQs for this. 

4 Share questions with another group. 

6. Elicit performance (practice)

Activity 1 

Four corners activity

45”

If you did not do the micro teaching last week do it now teacher micro-teach an activity giving instructions and using ICQ to verify understanding. 

Note : While these are good activities is there a way to make them more practical for the classroom? 

Four corners activity – here trainees will be given HOT questions to think, reflect and answer. Questions will be tricky, complex and multifaceted. Trainees will choose to stand near the answer they chose. Answers will be subjective as every trainee look at the issue according to their personal beliefs. Answers may be: agree, disagree, strongly agree and strongly disagree. Trainers will give extra effective questions to elicit proper answers. Also trainees will defend, comment or add to their answers according to the questions of their peers. 

Possible statements to argue: 

• Adjusting textbooks can lose coherence in teaching 
• Applying to all content of textbooks is not necessary 
• Private education can prepare more successful students than public education 
• Public education should include social justice
• Inclusivity term in higher education should be added
• Transparency should be established in all government organizations
• Teacher should always give written formal feedback
• Schools still have more advantages than disadvantages 
• Parents should be engaged into learning process to check their children’s study 

Trainers will check comprehension of teachers by giving extra questions and asking repeating instructions. 

Role plays. 

As there will be many questions during job interviews, trainees will be divided into 2 or 3 large groups. They will be given role of interviewee and interviewer. Role players should present their roles give effective questions and other should answer. 

1^st situation: Job interview of director and well trained teacher 

2^nd situation: Principal and parent talk about problematic student

3^rd situation: Trained and non-trained English teacher dispute (or friendly talk) on approaching teaching foreign language 

Giving effective questions and answers, playing roles abilities will be graded according to certain clear rubrics.

7. Provide feedback

 Feedback is given along doing activities

8. Assess performance

Group Quiz

10

If this was microteach give feedback 

If did others.  Possible do quick group quiz.

 Quiz: 

1) Divide into groups and hand out whiteboards

2) Give them a theme or topic or one sentence instruction. 

3) Groups write down a ICQ or CCQ 

OR 

Look back at the  How you use questions and in small groups discuss things they would like to change. 

White boards 

9. Enhance retention and transfer

Take it to School

?

Teachers should practice giving effective questions to check instructions and content.   They should video a short example of it their class and post in telegram group.