Workshop Title (Topic)

Objectives

Learning/Training Activities

Assessment

Workshop 1.

Orientation.

Building Routines in English

By the end of the Workshop, participants will be able to:

• describe the purpose and process of good instructional routines using English to maintain a well-managed and communicative learning environment.

• apply some of the new classroom routine expressions in the classroom

• share some of the effective instructional routines you want to use in your current classroom to increase the use of English

 Video 1. "Start Up" Language Routines

https://sites.google.com/view/mason-tete/module-1-building-routines-in-english#h.swnvnfoydcjs

Video 2. Do Now & Wrap-Up

https://sites.google.com/view/mason-tete/module-1-building-routines-in-english#h.qspzgxggqc07

Video 3. Daily mingle.

https://sites.google.com/view/mason-tete/module-1-building-routines-in-english#h.m2hgvxd73l56

Article 1:Routines for Everyday Language

Article 2:Involving Students in Classroom Routines

Additional resources

ESL Classroom Routines | TESOL Blogby Elena Shvidko

Source: Shvidko, E. (2014, November 28). ESL Classroom Routines. TESOL Blog.http://blog.tesol.org/esl-classroom-routines/

Classroom Mingle

Source: The Teacher Toolkit. (n.d.). Classroom mingle.http://www.theteachertoolkit.com/index.php/tool/classroom-mingle

 Exit ticket

“3-2-1”

Workshop 2.

Giving Clear Instructions

 By the end of the Workshop, participants will be able to:

• describe the features of good teacher talk

• use several modeling strategies

• write and practice speaking effective teacher talk for your lessons

• reflect on how to prepare a teacher talk and share a sample teacher talk using an activity

 Video 1. Giving Clear Instructions for Forming Groups

https://sites.google.com/view/mason-tete/module-2-giving-clear-instructions#h.d9s5x4joqznj

Video 2. Teacher Talk for Managing Activities

https://sites.google.com/view/mason-tete/module-2-giving-clear-instructions#h.jlrkb18alur1

Article 1: Common Mistakes in Teacher Talk by Hyunsun Chung and Woomee Kim

Article 2: Giving Effective Instructions: Using Think Aloudby Hyunsun Chung and Woomee Kim

Article 3:The Movable Class: How to Class-Manage for More Active and Healthful Lessons by Kevin McCaughey

 Exit ticket 3-2-1

Workshop 3.

Effective Question and Answer

By the end of the Workshop, you will be able to:

• understand how different types of questions are used in teacher talk
• form beginner friendly questions
• scaffold students’ response in more comfortable and effective ways
• practice basic question forms and answers with students

Video 1. Asking Questions during Listening Tasks

https://sites.google.com/view/mason-tete/module-3-effective-question-and-answer#h.xhsko7oae1ve

Video 2. Practicing Wh-Questions Using Information Gap Activities

https://sites.google.com/view/mason-tete/module-3-effective-question-and-answer#h.s6ayk2r86493

Article 1:Questions and Responses

Article 2: Display Questions vs. Referential Questionsby Hyunsun Chung

PQP

Praise Question Polish

Workshop 4.

Checking Comprehension and Providing Feedback.

By the end of the workshop, participants will be able to:

• understand what to do after tasks or lessons to check comprehension and increase students’ learning
• use appropriate teacher talk for feedback depending on different learning goals
• correct students' errors with different feedback strategies.

Video 1. Whole Class Formative Feedback

https://sites.google.com/view/mason-tete/module-4-checking-comprehension-and-providing-feedback#h.vr71igbf5es7

Video 2.  Feedback Strategies Beyond Error Correction

https://sites.google.com/view/mason-tete/module-4-checking-comprehension-and-providing-feedback#h.4beu3y4uibhw

Video 3. Anxiety-Free Corrective Feedback

https://sites.google.com/view/mason-tete/module-4-checking-comprehension-and-providing-feedback#h.vgqaj0amj4px

Article 1:Progress Check

Article 2:The Importance of Feedback by Sandy Millin

Exit ticket True/False questions

Workshop 5.

Increasing classroom interaction.

By the end of the Workshop, participants will be able to:

• describe the importance of student-to-student interaction in a language classroom
• examine and use a variety of effective activities that promote meaningful interaction in a classroom
• share different communicative activities that are effective for English learners

Video 1: Increasing Student-to-Student Interaction

https://sites.google.com/view/mason-tete/module-5-increasing-classroom-interaction#h.w531v2c0llna

Video 2: Find Someone Who Bingo

https://sites.google.com/view/mason-tete/module-5-increasing-classroom-interaction#h.iekooxd41o1l

Article 1:Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learningby Judith A. Rance - Roney

Article 2:Incorporating Opportunities for Interaction and Sharing

Peer assessment

Workshop 6.

PTRA-Plan, Teach, Reflect, Adjust

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

• plan, teach, reflect, and adjust lesson plans to promote effective communicative language practice in their classrooms
• develop an effective lesson plan for English learners that teaches language through meaningful context and promotes communicative interaction using engaging activities
• design effective lesson plans for English learners using the following steps: warm up, presentation, practice, application, and wrap up

Video 1: Writing Good Objectives

https://sites.google.com/view/mason-tete/module-6-ptra-plan-teach-reflect-adjust#h.votnkjdaelte

Video 2: Sequencing Activities

https://sites.google.com/view/mason-tete/module-6-ptra-plan-teach-reflect-adjust#h.vav5iq460ek1

Video 3: Activating Your Reflective Teaching

https://sites.google.com/view/mason-tete/module-6-ptra-plan-teach-reflect-adjust#h.h0sez7121s56

Article 1:Developing Dynamic Units for EFL by Joan Kang Shin

Article 2: PTRA: Plan, Teach, Reflect, Adjustby Woomee Kim

Writing reflection on peer’s lesson plan

Workshop 7.

Extending textbook activities.

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

• analyze textbook lessons/activities and adapt content for appropriate and meaningful use to meet the learner needs and enhance classroom interactions
• use textbook, ancillary materials, and other relevant sources to develop an effective communicative lesson/activities appropriate for your learning environment

Video 1. Adapting Textbook Activities

https://sites.google.com/view/mason-tete/module-7-extending-textbook-activities#h.b1xdxz4l0tom

Video 2. Tips for Adapting Teaching Materials

https://sites.google.com/view/mason-tete/module-7-extending-textbook-activities#h.jfa21hyqbrni

Article 1: Adapting Textbook Activities for Communicative Teaching and Cooperative Learning  by Anson Yang and Chan-piu Cheung

Article 2:Considerations for Adapting Materials to Meet Learner Needs

Adapting  the activity into task making it more communicative

Workshop 8.

Creating and Facilitating Visually Stimulating Tasks

By the end of this Workshop, paeticipants will be able to:

• understand the importance and positive effects of making learning visually stimulating for language learners
• identify visual tools that work best for your instructional context
• examine how visually stimulating tasks can lead learners through the critical thinking process
• discuss how a creating a visually stimulating task can be used to enhance a language activity (e.g., infographics, images, movie/video clips)
• create or reconstruct a language task to become a visually stimulating task

Video 1. Visual Tools for Language Learning

https://sites.google.com/view/mason-tete/module-8-creating-and-facilitating-visually-stimulating-tasks#h.neu5lpwc3j0

Video 2. Strategies for Making Learning Visually Stimulating

https://sites.google.com/view/mason-tete/module-8-creating-and-facilitating-visually-stimulating-tasks#h.udyuqrhtrlvo

Video 3. KWLQ Chart

https://sites.google.com/view/mason-tete/module-8-creating-and-facilitating-visually-stimulating-tasks#h.k5a982t2rrij

Article 1:Collaborative Mind Mappingby Melissa Mendelson

Article 2: How Many Words Is a Picture Worth? Integrating Visual Literacy in Language Learning with Photographs by Lottie Baker

Plus-Minus-Aha Exit ticket

Workshop 9.

Facilitating discussions and debates

By the end of this module, you will be able to:

• describe the benefits of communicative language teaching through discussions and debates and how to use them in the EFL classroom
• explore various cooperative learning and interactive language tasks and strategies that build language proficiency and a classroom discourse community
• develop higher order thinking questions that encourage critical thinking in the classroom
• design ways you plan to integrate and manage learning activities that support a communicative approach for language learning in your classroom

Video 1: Discussion Activities

https://sites.google.com/view/mason-tete/module-9-facilitating-discussions-and-debates#h.4dg8ph8jectx

Video 2: Debates in the Language Classroom

https://sites.google.com/view/mason-tete/module-9-facilitating-discussions-and-debates#h.8rgvedbu5ew

Video 3: Higher Order Thinking Questions

https://sites.google.com/view/mason-tete/module-9-facilitating-discussions-and-debates#h.ka4ucvderqio

Article 1:Navigating Discussions and Debates in the EFL Classroom by Kelley Webb

Article 2:Critiquing Questionsby Lynn W. Zimmerman

Article 3:Bring it On: How to Get Students Fired Up about English with ESL Debates by Vicky Papadopoulou

This blog post shares practical information about using debates in the English language classroom.

Write debate topic and scaffold with question and poits.

Workshop 10.

Managing Cooperative Activities.

By the end of this Workshop, participants will be able to:

• describe the purpose and benefits of project work and cooperative activities in the language classroom
• explore various ways to develop and present project work and cooperative activities to and for all students
• exchange ideas for project work and cooperative activities that work well for all learners
• develop project ideas and cooperative activities that can be modified for multiple units of study using checklists, rubrics, collaborative work guidelines/expectations
• reflect on ways to adapt and differentiate project work and cooperative activities for all learners

Video 1: Grouping Students for Activities and Establishing Guidelines for Participation

https://sites.google.com/view/mason-tete/module-10-managing-cooperative-activities#h.pfkf9zutp6nu

Video 2: Strategies for Successfully Managing Projects and Activities

https://sites.google.com/view/mason-tete/module-10-managing-cooperative-activities#h.map7hdf06fwr

Article 1:Thinking Through Collaborative Projects in the Language Classroom  by Kelley Webb

Article 2:Toward better group work: Seeing the difference between cooperation and collaborationby Olga Kozar

Article 3:Minimizing the chaos through cooperative classroom managementby Gena Rhoades

Make a project work

on free topic

Workshop 11.

TESOL Principles

Principle 1: Know your Learners

Principle 2: Create Conditions for language learning

Principle 3: Design high-quality language lessons

1. Teachers learn basic information about their students’ families, languages, cultures, and educational backgrounds to engage them in class and prepare and deliver lessons more effectively.
2. Teachers create a classroom culture so students feel comfortable. They make decisions regarding the physical environment, the materials, and the social integration of students to promote language learning.
3. Teachers plan meaningful lessons that promote language learning and help students develop learning strategies and critical thinking skills. These lessons evolve from the learning objectives.

1. Story of my name in concentric circles.
2. 4 corners
3. Grouping(elbow partners, high five partners, fist to bump partners, teams)/Categorizing

Exit ticket

“Gots and Needs”

Gallery Walk

Observation

Reflection

Workshop 12.

TESOL Principles 4. Adapt lesson delivery as needed

Principle 5. Monitor and Assess student language development

Principle 6. Engage and collaborate within a community of practice

1. P4: Teachers continually assess as they teach—observing and reflecting on learners’ responses to determine whether the students are reaching the learning objectives. If students struggle or are not challenged enough, teachers consider the possible reasons and adjust their lessons.
2. P5: Language learners learn at different rates, so teachers regularly monitor and assess their language development in order to advance their learning efficiently. Teachers also gather data to measure student language growth.
3. P6: Teachers collaborate with others in the profession to provide the best support for their learners with respect to programming, instruction, and advocacy. They also continue their own professional learning.

Principle 4: Poster Presentation

Principle 5: Activity Presentation (demo)

PQP - Praise Question Polish

AQA - Apply, Question Adapt

Principle 6: Round Robin 

Thumbs Up/Thumbs Down

Response Boards

3-2-1 for Self-Assessment, and

Technology options (websites and apps) using handheld devices or tablets.

WorkshopTitle (Topic)

Objectives

Learning/TrainingActivities

Assessment

Week 1

Introduction/ESN Program Orientation & TESOL 6 Principles: Principles 1-2

By the end of the workshop participants will be able to

-           get introduced with ESN program

-           learn about different learning styles/multiple intelligences

-           create conditions for language learning

Warm-up activity -

Presentation + Discussion

with PPT

Experiential activities to practice building routines in English:

Find Someone Who,

Jig-saw reading,

“Know your intelligence type” (Multiple intelligences game)

Personal inventory

Activity tracker

Exit ticket

Weeks 2 & 3

TESOL 6 Principles: Principles 3-6

By the end of the workshop participants will be able to

-           Learn how to prepare lessons with clear language objectives and share them with their students

-           Learn how it is important to adapt their teaching when it is necessary

-           Learn how to provide specific feedback to students in a positive and effective way

-           Learn to use a variety of assessments to inform teaching and improve learning

Warm-up

Presentation + Discussion +

Video presentation

Experiential activities such as:

- 3-2-1 Uzbekistan

- Response Cards

- Think-Pair-Share/ Turn and Talk

- Three Finger Scale

- Numbered heads

- Around the Clock

Activity tracker

Assessment Tools Chart

Exit tickets

Week 4

Module 1

Building routines in English

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

- describe the importance of building routines in English;

- practice using different routines in daily classes;

- demonstrate using anxiety-free routines in English classes.

-Entrance tickets

-Warm-up: Greeting poem

-Video Presentation + mini lecture

Experiential activities such as

- Greeting poem

- Funny labyrinth

- Give one – Get one

- Daily mingling

Anchor chart completion

Activity tracker

Week 5

Module 2

Giving Clear Instructions

By the end of the workshop participants will be able to

-           describe the features of good teacher talk, use several modeling strategies,

-           write and practice speaking effective teacher talk for your lessons,

-           reflect on how to prepare a teacher talk

-           share a sample teacher talk using an activity.

Demonstration through videos + discussion

Instruction + modelling

Experiential activities such as

-Wall reading

-Energizer “1, 2, 3 Reorganize”,

-Fluency Line

-Instruction giving presentation + peer assessment

-Activity tracker completion

Week 6

Module 3 Effective Questioning and Answering

By the end of this 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

Warm-up:

Great wind blows activity

5Ws

Video Presentation

Experiential activities such as:

info gap activities

Silent video

Creating questions for textbook activities

PQP

Graphic organizer

(5Ws)

Activity tracker

Exit ticket

Week 7

Module 4 Checking Comprehension and Providing Feedback

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

- describe the importance of checking comprehension in a language classroom

- practice using a variety of techniques for checking comprehension.

- demonstrate using different CCQs techniques in groups.

Video presentation

Experiential activities such as:

Summary of summaries

Mini-whiteboards(T/F)

True/False

Act out Situation

Foldable

‘Gots/Needs” completion

Activity tracker

Week 8

Modules 5, 6

Increasing Classroom Interaction & PTRA: Plan, Teach, Reflect, Adjust

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

-           describe the importance of student-to-student interaction in a language classroom

-           examine and use a variety of effective activities that promote meaningful interaction in a classroom

-           share different communicative activities that are effective for English learners

-           plan, teach, reflect, and adjust lesson plans to promote effective communicative

language practice in their classrooms

-           design effective lesson plans for English learners using the following steps: warm up,

presentation, practice, application, and wrap up

Mini lecture on Plan, teach, reflect, adjust

Experiential activities:

Scavenger hunt

Concentric circle

Find someone who + Bingo

Guiding Artist

Creation and presentation of lesson plans

Micro teaching

Exit ticket:

-3 things you learned today

-2 things you will apply in your classroom

-1 question you still have

Activity tracker completion

Week 9

Modules 7, 8

Extending textbook activities and creating and facilitating visually stimulating tasks

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

-           describe the importance of extending textbook activities

-           practice creating visually stimulating tasks

-           demonstrate how to use visually stimulating tasks in groups

Video + mini lecture + presentation

CAMEOS

Experiential activities:

Turn and talk

Give one/get one

Gallery walk

Foldable completion

Week 10

Modules 9, 10

Facilitating Discussions and Debates & Managing Cooperative activities

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

-           develop HOT questions

-           design how to integrate and manage learning activities

-           describe the purpose and benefits of project work

-           describe the benefits of communicative language teaching through discussions and debates and how to use them in the EFL classroom

-           explore various cooperative learning and interactive language tasks and strategies that build language proficiency and a classroom discourse community

-           develop higher order thinking questions that encourage critical thinking in the classroom

-           design ways you plan to integrate and manage learning activities that support a communicative approach for language learning in your classroom (micro teaching)

Mock debates (graphic organizers)

Video presentation Video Higher order thinking questions

Bloom’s Taxonomy

Experiential activities:

4 corners

Agree/ Disagree (Partly/ totally)

Discussion and debates

Creating open-ended questions

Micro teaching

Graphic Organizer

Week 11

Portfolio Share, Review, Reflection

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

- do self-reflection on their teaching regularly

- engage and collaborate with colleagues in different COPs to boost their professional-development

Introducing online teaching tools

Activity auction

Microteaching

Post-survey

PQP feedback

Activity tracker submission

Final Reflection

Workshop Title (Topic)

Objectives

Learning/Training Activities

Assessment

1.Introduction/  ESN Program Orientation+Portfolio+

TESOL 6 Principles: Principle 1:  Know your learners.

Principle 2: Create conditions for language learners.

Principle 3: Design high-quality language lessons

Participant will be able to:

explain the goals and outcomes for this course,

be informed about training schedule;

- understand the importance of the Key Principles 1-2-3, (knowing their learners, creating conditions and designing high-quality language lessons);

-create related activities to Key Principles 1-2-3

Mini lecture about the course and reflective practice

( Here teachers will take some notes, and will be informed on creating Portfolio on Google site and upload their topic related activities on it)

Experiential activities

“Scavenger Hunt”

“Fluency Circles with “About me”

 “Jigsaw Reading”

“Personal Inventory”

“ 3,2,1”

- 3 - 2-1 EXIT TICKET to fill out and hand in. The EXIT TICKET asks them to write down   ,, 3 things I learned’’  ,, 2 things I found interesting” and   ,, 1 question I still have’’

-To reflect on their teaching and create their own activity on Key Principles 1-2-3

 2.  Principle 4 Adapt lesson delivery as needed

Principle 5:

Monitor and Assess Student Language Development

Principle 6: Engage and Collaborate within a Community of Practice

 Reflective teaching

By the end of the session, participants will be able to:

- identify all Six Principles and follow them in their classes

- analyze their teaching practice.

- Make a prediction of Best Practices of Principle 4

- Watch the video of Principle 4

- Watch videos 6Ps  Principle 5 and Principle 6 and make notes of best practices

- Group work. Make a list of  types of assessment  you use in your lessons

- Discussion about The best assessment.

-Watch the video about 6Ps and take notes.

 about reflection and reflective teaching

 - Practice writing reflections using Reflection templates

to make a foldable for all Six Principles.

Write a reflection on all 6Principles

Create  Activity Tracker and

 a Portfolio

Exit ticket

3. Building Routines in English classroom

SWBAT

Describe the purpose and process of good instructional routines using English to maintain a well-managed and communicative learning environment.

apply some of the new classroom routine expressions in the classroom

share some of the effective instructional routines you want to use in your current classroom to increase the use of English

• Watch the videos about Start up and Wrap up daily routines and complete the chart
• Experiential activities demonstrating trainee’ daily routines they use in their own classes like using songs, etc.
• Thumbs up and thumbs down the (trainer reads statements about types of activity, trainees agree or disagree with them)

Exit ticket 3-2-1 three routines they have learned today, two routines they have applied, one question they still have – add the routines they have learned to their Activity tracker

4. Giving clear instructions

describe the features of good teacher talk

use several modeling strategies

write and practice speaking effective teacher talk for your lessons

reflect on how to prepare a teacher talk and share a sample teacher talk using an activity

Show the video with wrong instructions.

- Discuss and analyze the video in small groups

Present ways for giving instructions:

Introduce the extract from article  “The Movable Class: How to Class-Manage for More Active and Healthful Lessons”

-PP are given article on “Common mistakes in teacher talk” cut into pieces. PP should match the paragraphs to the suitable examples.

PP read the article “Giving effective instructions using think aloud” and fill in the chart 3-2-1. 3-interesting ideas

2-minute video (this is class work task) of them giving clear instruction for organizing groups and modeling and reflecting on this practice. (While watching the video teachers have to complete the graphic organizers in order to take some notes).

Exit ticket

Pp will write 1-2 ideas on a piece of paper to the following question: Which of the suggested instructions can be adaptable to your teaching context? Why? Why not?

5. Effective questioning and answering

understand how different types of questions are used in teacher talk

form beginner friendly questions

scaffold students’ response in more comfortable and effective ways

practice basic question forms and answers with students

• Begin the session with the activity: “Guess the question”
• Make an elicitation on types of questions they know.
•  Distribute Handout 1 with the article about “Display Questions vs Referential Questions”  by Hyunsun Chung , GMU
• Jig saw reading and put it in order the steps of teaching questions

Explanation of question types and their role in scaffolding learners and how to form beginner friendly questions.

•  State the importance of ICQs
• Give models of effective ways of forming ICQs
• Work in groups of three. Give each group one theme from the Textbook Teens 8 and ask them to create a Question & Answer between a teacher and a student.

Students will create questionnaire with display and referential questions for different levels in their classrooms to support learners.

Group work. Role play as student and teacher. They will try out the questions they designed turn by turn

Exit ticket.

6. Checking comprehension and providing feedback

understand what to do after tasks or lessons to check comprehension and increase students’ learning

use appropriate teacher talk for feedback depending on different learning goals

correct students' errors with different feedback strategies and use monitoring in teaching

Module will introduce several different ways to provide corrective feedback depending on the learning goals.

Participant would experience giving feedback strategies in mini groups to correct errors and the ways to check comprehension.( Here teachers  reflect about their  strategies of giving feedback)

Group work, Gallery Walk on the following question

1. Are there any feedback strategies presented in this module which you have learned for the first time? Create a poster and describe how you would use these strategies with your learners.

• Give some cases where trainees should provide a meaningful feedback

7. Increasing classroom interaction

Describe the importance of student-to-student interaction in a language classroom. (Here teachers will be explained the importance of peer work, group work, physical activities. Because they help to engage Ss to the class)

examine and use a variety of effective activities that promote meaningful interaction in a classroom

share different communicative activities that are effective for English learners

Activity types to promote different types of interactions such as T-S, S-S, S-T to

Share one idea and receive many others that Teachers can use in the classroom.

Participants will experience different types of activities such as mingle, bingo, think pair share, find someone who, jigsaw and others.

.

Apply one of the activities they learned to one of their lessons

Group practice this activity in the class

Participants may use the following template

Activity Name:

Activity Description:

This activity is effective because…

Here are some steps to help you use this activity in your classroom:

          Step 1:

          Step 2:

          Step 3:

8.PTRA- Plan, Teach, Reflect and Adjust

plan, teach, reflect, and adjust lesson plans+ to promote effective communicative language practice in their classrooms

develop an effective objectives for a lesson plan that teaches language through meaningful context and promotes communicative interaction using engaging activities

design effective lesson plans for English learners using the following steps: warm up, presentation, practice, application, and wrap up

Video presentation and sample lesson plans promoting effective communicative language practice will be presented.( Here teachers will be shown topic related  video of  Andijan CTs,)

(While watching the video Teachers take some notes, or fill in the chart)

Analyses of a effective lesson plan for English learners that teaches language through meaningful context and promotes communicative interaction using engaging activities.

Teachers would develop their lesson plan.

Think of an adjustment activity you would like to teach.(Provide a template for lesson plan)

 Use the Six-steps of lesson planning and design a communicative lesson in detail. Consider what activities you might want to use to teach the content and promote communication in your classroom. Then reflect your activity describing it step by step.

Template will be provided.

Teachers would demonstrate their lesson plans to the class.

Exit ticket.

9. Extending Textbook activities

analyze textbook lessons/activities and adapt content for appropriate and meaningful use to meet the learner needs and enhance classroom interactions

use textbook, ancillary materials, and other relevant sources to develop an effective communicative lesson/activities appropriate for your learning environment

Teachers will be introduced the ways to adapt, extend the textbook activities by using PPT slides (PPT covers some questions, on which teachers need to answer).

-In pairs, Turn and Talk

-Display the video about Adapting Textbook activities  from TETE Course

-Then participants will choose one activity,  that they currently use in their school and adapt it

Experiential activities on extending and modifying the existing textbook activities

Choose one activity that you would like to adapt from your textbook. Describe your learner characteristics and teaching context.(This is a class task)

Participant reflect the activity they have created. ( This is a home task) In their reflection teachers answer the following questions:

Which activity did you adapt and why?  

Describe your suggestions for activity adaptation.

Simplify the language

Replace with a jigsaw reading

Use an information gap activity,

Gallery walk, reflect, and comment

What else? What has worked for you in the past?

Are there any new activities you have learned in this module (or learned recently) that you would like to use in this textbook adaptation task?

10.Creating and Facilitating visually stimulating tasks

understand the importance and positive effects of making learning visually stimulating for language learners

identify visual tools that work best for your instructional context

examine how visually stimulating tasks can lead learners through the critical thinking process

discuss how a creating a visually stimulating task can be used to enhance a language activity (e.g., info graphics, images, movie/video clips)

create or reconstruct a language task to become a visually stimulating task

Discuss the quote: “It has been said that 80% of what people learn is visual” Allen Klein

-Present the PPPT about the types of visually stimulating tasks(Graphic organizer, See-Think-Wonder, Video and PPPT)

-create a visually stimulating task for a textbook activity  

-participants will demonstrate  their visuals

- organize a Gallery Walk

- group feedback

Ask three questions:

• What was the most interesting thing I learned?
• What was the most important knowledge I gained?
• What question do I still have?

• create a Word Wall like a graphic organizer/ a picture/a poster

11.Facilitating Discussions

describe the benefits of communicative language teaching through pair works, small group works,  discussions and debates and how to use them in the EFL classroom

explore various cooperative learning and interactive language tasks and strategies that build language proficiency and a classroom discourse community

design ways you plan to integrate and manage learning activities that support a communicative approach for language learning in your classroom

Teachers would be presented ideas to  promote ways for integrating discussion activities and debates in their language classroom

Teacher would read article “Critiquing Questions”-jigsaw and watch sample discussion/debate sample videos and discuss in their groups.

Teachers would experience debate on some teaching topic.

Teachers would develop discussion/debate plan in groups.

Create a question bank with 3-5 question starters you can use in a discussion or debate activity.

Teachers would try to conduct discussion in their own classes and reflect how it went

To prepare for the Microteaching

12. Final session

- Microteaching

-Checking portfolios

-To make summative revision on all sessions.

-To give  participants opportunity to show what they have learned during the course and apply the activities

-Brainstorm the course materials

- check Activity Trackers and Portfolios

- Microteaching

- Giving feedback in groups  using PQP

Apply at least one activity from the course every lesson and organize more student-centered lessons

Gagné’s Nine Events of Instruction

1. Gain attention

10 minutes

Jazz chants

2. Inform learners of objectives

5 minutes

Participants will be able to

• design high quality lessons for language development
•  plan lessons that are meaningful for students and promote language learning
•  provide input through varied techniques and modalities.
•  Engage your learners and practice authentic language.

PPT

3. Stimulate recall of prior learning

15 minutes

Scavenger Hunt Activity

DIRECTIONS – Scavenger Hunt

1. Look at the vocabulary word in each box on this paper.
2. Write a note about the meaning of each vocabulary word that you know.
3. When I give you a signal, walk around the room for five minutes. Ask other people the meanings of the vocabulary you do not know.
4. Sit down when you finish or when I give you a signal.

Logo of 6 principles

PPT

4. Present the content

10 minutes

Demonstrate the PPT with BEST PRACTICE 1 

After the demonstration of Best Practice 1 Ask participants what language functions are. After getting answers summarize it

(Answer: Language functions are what students DO with the language.)

Say: After you know what the language functions are, you can decide what language forms students need. 

Ask: What are language forms?

(Language forms are the structures (grammar) and vocabulary that students need to perform the function.)

Display the PPT and discuss the questions on PPT.

5. Guide learning

10 minutes

Introduce Best Practice 2 and Best Practice 3 with the help of PPT

Model 3-2-1box

6. Elicit performance (practice)

30 minutes

ACTIVITY 3-2-1 Uzbekistan!

1. Write the name of your assigned region of Uzbekistan.
2. Work with your table-group to add the 3-2-1 information in the boxes.
3. Transfer all of the information to poster paper.
4. Be ready to answer questions about your region and ask questions about other groups’ regions. You can add drawings if you like.

Practice clear instruction, performance and adaptation

7. Provide feedback

5 minutes

Review: Retell your partner what you learned about Principles 1-3. How did we facilitate your learning today?

Extend: 6Ps Resources Graphic Organizer, What other activities do you know that might support each principle? Add a few to the notes column.

Reflect: What questions do you have? What connections are you making between The 6Ps and your teaching?

8. Assess performance

5 minutes

Participants complete Activity Tracker for 3,2,1 Uzbekistan Activity

1. Gain attention

10 minutes

Turn and Talk Activity

2. Inform learners of objectives

5 minutes

Participants will be able to

•  adjust their talk, the task, or the materials according to learner response.
• Check student comprehension with group response techniques Four Corners
• Adapt lesson delivery as needed

PPT

3. Stimulate recall of prior learning

15 minutes

Around the clock Activity

Around the Clock handout for each participant

4. Present the content

10 minutes

Demonstrate the PPT with BEST PRACTICE 1 

5. Guide learning

10 minutes

Introduce Best Practice 2 and Best Practice 3 with the help of PPT

Model 3-2-1box

6. Elicit performance (practice)

30 minutes

DIRECTIONS: Adapting 3-2-1 Uzbekistan! for Your Classrooms

1. Look back at the notes from the 3-2-1 Uzbekistan! handout from Day 1.
2. In today’s table-group, choose a grade level/age of students to use this lesson with (e.g., 7th grade Beginners, 11th Grade Advanced). Refer to the Textbook Pages handout from Day 1 for inspiration.
3. Decide how you need to adapt the lesson for these students. Include a teacher support, a material support, and a social support.

7. Provide feedback

5 minutes

Gets and Needs

8. Assess performance

5 minutes

Four Corners Activity

1. Discuss the directions for the activity.
   1. Read and/or listen to each statement.

2. Think about the statement and choose your opinion: Agree, Strongly Agree, Disagree, Strongly Disagree.

3. Move to the corner of the room which best represents your opinion.

4. Elaborate on your choice if asked.

2. Model the activity by using this statement: Chocolate is the best kind of ice cream.
3. Tell participants that now we will use this activity to share our opinions about four common beliefs that people have about learning English. 
4. Share Belief 1 and give participants time to move to one of the four corners.
5. Ask a few participants to elaborate on their opinions.
6. Follow up with an Alternative Response to Consider themselves or share with other teachers. 
7. Repeat Steps 4–6 for Beliefs 2, 3, and 4.

4 signs for the four corners of the room

 tape to hang signs 

1 large copy or PPT slide of each Belief statement and corresponding Alternative Response to Consider

WorkshopTitle (Topic)

Objectives

Learning/TrainingActivities

Assessment

Week 1

Introduction/ESN Program Orientation & TESOL 6 Principles: Principles 1-2

By the end of the workshop participants will be able to

-           get introduced with ESN program

-           learn about different learning styles/multiple intelligences

-           create conditions for language learning

Warm-up activity -

Presentation + Discussion

with PPT

Experiential activities to practice building routines in English:

Find Someone Who,

Jig-saw reading,

“Know your intelligence type” (Multiple intelligences game)

Personal inventory

Activity tracker

Exit ticket

Weeks 2 & 3

TESOL 6 Principles: Principles 3-6

By the end of the workshop participants will be able to

-           Learn how to prepare lessons with clear language objectives and share them with their students

-           Learn how it is important to adapt their teaching when it is necessary

-           Learn how to provide specific feedback to students in a positive and effective way

-           Learn to use a variety of assessments to inform teaching and improve learning

Warm-up

Presentation + Discussion +

Video presentation

Experiential activities such as:

- 3-2-1 Uzbekistan

- Response Cards

- Think-Pair-Share/ Turn and Talk

- Three Finger Scale

- Numbered heads

- Around the Clock

Activity tracker

Assessment Tools Chart

Exit tickets

Week 4

Module 1

Building routines in English

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

- describe the importance of building routines in English;

- practice using different routines in daily classes;

- demonstrate using anxiety-free routines in English classes.

-Entrance tickets

-Warm-up: Greeting poem

-Video Presentation + mini lecture

Experiential activities such as

- Greeting poem

- Funny labyrinth

- Give one – Get one

- Daily mingling

Anchor chart completion

Activity tracker

Week 5

Module 2

Giving Clear Instructions

By the end of the workshop participants will be able to

-           describe the features of good teacher talk, use several modeling strategies,

-           write and practice speaking effective teacher talk for your lessons,

-           reflect on how to prepare a teacher talk

-           share a sample teacher talk using an activity.

Demonstration through videos + discussion

Instruction + modelling

Experiential activities such as

-Wall reading

-Energizer “1, 2, 3 Reorganize”,

-Fluency Line

-Instruction giving presentation + peer assessment

-Activity tracker completion

Week 6

Module 3 Effective Questioning and Answering

By the end of this 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

Warm-up:

Great wind blows activity

5Ws

Video Presentation

Experiential activities such as:

info gap activities

Silent video

Creating questions for textbook activities

PQP

Graphic organizer

(5Ws)

Activity tracker

Exit ticket

Week 7

Module 4 Checking Comprehension and Providing Feedback

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

- describe the importance of checking comprehension in a language classroom

- practice using a variety of techniques for checking comprehension.

- demonstrate using different CCQs techniques in groups.

Video presentation

Experiential activities such as:

Summary of summaries

Mini-whiteboards(T/F)

True/False

Act out Situation

Foldable

‘Gots/Needs” completion

Activity tracker

Week 8

Modules 5, 6

Increasing Classroom Interaction & PTRA: Plan, Teach, Reflect, Adjust

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

-           describe the importance of student-to-student interaction in a language classroom

-           examine and use a variety of effective activities that promote meaningful interaction in a classroom

-           share different communicative activities that are effective for English learners

-           plan, teach, reflect, and adjust lesson plans to promote effective communicative

language practice in their classrooms

-           design effective lesson plans for English learners using the following steps: warm up,

presentation, practice, application, and wrap up

Mini lecture on Plan, teach, reflect, adjust

Experiential activities:

Scavenger hunt

Concentric circle

Find someone who + Bingo

Guiding Artist

Creation and presentation of lesson plans

Micro teaching

Exit ticket:

-3 things you learned today

-2 things you will apply in your classroom

-1 question you still have

Activity tracker completion

Week 9

Modules 7, 8

Extending textbook activities and creating and facilitating visually stimulating tasks

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

-           describe the importance of extending textbook activities

-           practice creating visually stimulating tasks

-           demonstrate how to use visually stimulating tasks in groups

Video + mini lecture + presentation

CAMEOS

Experiential activities:

Turn and talk

Give one/get one

Gallery walk

Foldable completion

Week 10

Modules 9, 10

Facilitating Discussions and Debates & Managing Cooperative activities

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

-           develop HOT questions

-           design how to integrate and manage learning activities

-           describe the purpose and benefits of project work

-           describe the benefits of communicative language teaching through discussions and debates and how to use them in the EFL classroom

-           explore various cooperative learning and interactive language tasks and strategies that build language proficiency and a classroom discourse community

-           develop higher order thinking questions that encourage critical thinking in the classroom

-           design ways you plan to integrate and manage learning activities that support a communicative approach for language learning in your classroom (micro teaching)

Mock debates (graphic organizers)

Video presentation Video Higher order thinking questions

Bloom’s Taxonomy

Experiential activities:

4 corners

Agree/ Disagree (Partly/ totally)

Discussion and debates

Creating open-ended questions

Micro teaching

Graphic Organizer

Week 11

Portfolio Share, Review, Reflection

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

- do self-reflection on their teaching regularly

- engage and collaborate with colleagues in different COPs to boost their professional-development

Introducing online teaching tools

Activity auction

Microteaching

Post-survey

PQP feedback

Activity tracker submission

Final Reflection