CEFR-aligned curriculum framework, syllabus and scheme of work roll out workshops
Master Trainer Cascade Notes
August - October 2017
Note to Master Trainers The following changes have been made to the materials since you have had your training in July. The notes now address you, the Master Trainers, rather than Cambridge English trainer. Handout numbers have been added to the slides to make cross-referencing easier. The notes have been proofread again and the content has been slightly modified. The main changes are listed here: o D1.S2.7: New slide 7 is added to explain progression across Secondary and to show the expected starting levels and target levels. The rest of the slides were renumbered to follow from 7 onwards. Also notes to help you explain slide 7 have been added to the cascade notes. o The lesson stages now match what is in the lesson plan template from the Ministry (pre-lesson, lesson development and post lesson). o Some slides have been moved to other sessions or days to improve the flow of the content and make it more straight forward. They are too many to list here. Please ensure you use the latest version and check through the materials BEFORE you begin cascading training. o Day 3: session 4 on planning non-textbook based lessons is now session 2, therefore immediately following on from session 1 which covers planning textbook based lessons. o Differentiation terminology in the training materials now reflect what is in the SoW. There also one session on differentiation which covers all skills, that is session 1 in Day 4. o All answer keys to activities in the handouts have been checked, corrected and added where they were missing. o Session 1 in Day 5 have been rewritten to become a general review for the participants to go over the training and communicate their understanding. This was followed in week 2 of July training and was considered more beneficial.
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Aims The aims of the workshops are that all participants: 1.
enhance their understanding of developing English language skills according to the CEFR
2.
develop an understanding of how to use new CEFR-aligned curriculum frameworks, syllabuses and schemes of work and relevant textbooks
3.
prepare several lesson plans and write learning objectives based on the learning standards where appropriate
4.
develop an understanding of how to plan for a sequence of lessons and plan progression in the short and long terms
5.
develop an understanding of how to monitor and track pupils’ progression
6.
develop an understanding of how to develop teaching materials that are aligned to the target CEFR level
7.
develop an understanding of how to differentiate pupils’ performance and respond to pupils’ language development needs
8.
develop an understanding of how to deliver effective feedback to pupils
9.
develop an understanding of how to promote positive, pupil-centred learning environment
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Workshops overview Day 1 Session title
Timing
Session objectives
Understanding foreign/second language development within the CEFR context
90 minutes
Understand foreign / second language development in the Malaysian classroom CEFR: approaches and principles – how the CEFR supports teaching and learning
Tracking language development and progression across the CEFR levels
90 minutes
Understand how the CEFR is organised Consider progression across the CEFR levels Apply the frameworks and track to support understanding of progression
Developing Listening skills consistent with CEFR-aligned curriculum frameworks
90 minutes
Recognise developmental needs and challenges to Listening skills in the Malaysian Secondary context Consider the development of Listening skills according to pupil age and the CEFR Explore activities that support Listening skills
Developing Speaking skills consistent with CEFR-aligned curriculum frameworks
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90 minutes
Recognise developmental needs and challenges to speaking skills in the Malaysian secondary context Consider the development of speaking skills according to pupil age and CEFR Explore activities that support speaking skills
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Day 2 Session title
Timing
Developing Reading skills consistent with CEFR-aligned curriculum frameworks
90 minutes
Developing Reading skills consistent with CEFR-aligned curriculum frameworks
90 minutes
Developing Writing skills consistent with CEFR-aligned curriculum frameworks
90 minutes
Planning a sequence of pupil-centred Writing skills lessons for non-text book aligned lessons
90 minutes
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Session objectives
Recognise developmental needs and challenges to Reading skills in the Malaysian secondary context Consider the development of Reading skills according to pupil age and CEFR explore activities that support Reading skills
Consider tasks for the development of Reading skills in pupil-centred lessons Identify ways of dealing with typical pupil issues in Reading Plan a Reading lesson with reference to Reading skills and Learning Standards
Recognise developmental needs and challenges to Writing skills in the Malaysian Secondary context Consider the development of Writing skills according to pupil age and CEFR Explore activities that support Writing skills Consider Writing skills and their relation to Learning Standards Consider tasks for the development of Writing skills in pupil-centred lessons Identify ways of dealing with typical pupil issues in Writing Plan a Writing lesson with reference to Writing strategies and Learning Standards
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Day 3 Session title
Timing
Session objectives
Planning objectives and pupil-centred textbook-based lessons
90 minutes
Understand how to use the Schemes of Work for planning lessons Create learning objectives derived from Learning Standards Plan lessons using the Lesson Plan Template
Planning for pupil-centred non-textbookbased lessons
90 minutes
Understand the requirements and challenges for planning non-textbook aligned lessons Create learning objectives derived from learning standards and detail outlined in the Scheme of Work Identify how to cater for pupils’ needs as identified in textbook lessons Planning learning outline in non-textbook based lessons
Developing pupil-centred skills lessons consistent with CEFR-aligned curriculum frameworks
90 minutes
Identifying and adapting learning materials
90 minutes
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Consider tasks for the development of skills in pupil-centred lessons Understand principles of tracking progress and realigning lessons in response to monitoring Planning short-, mid- and long-term lesson sequences Understand how and when to adapt or supplement the text book Consider different types of adaptation Understand where to source lesson materials Link learning objectives derived from learning standards and detail outlined in the Scheme of Work to adapted or supplementary materials
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Day 4 Session title
Timing
Differentiate learning activities and manage the classroom to promote engagement and learning
90 minutes
Planning a sequence of pupil-centred lessons not aligned to textbook materials
90 minutes
Planning a sequence of pupil-centred lessons not aligned to textbook materials (2)
90 minutes
Evaluating lesson plans for short-, midand long-term progress
90 minutes
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Session objectives
Consider practical ways to manage the classroom effectively for engagement Apply some practical differentiation techniques for engagement and learning
Consider how to approach planning non-textbook based lessons Look at the principles of planning Align this to CEFR, lesson objectives and progress Consider how to approach planning non-textbook based lessons Understand the principles behind planning a sequence of lessons Practice planning a sequence of lessons Align this to CEFR, lesson objectives and progress Consider how to evaluate lesson plans for effective progress Consider progress across shorter and longer time period Practise evaluating plans
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Day 5 Session title Review of training course sessions
Planning micro-teaching sessions
Micro-teaching and feedback Plenary discussion and post-course survey
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Timing
Session objectives
90 minutes
Review key points from all training sessions Communicate key messages
90 minutes 120 minutes
Organise planning and responsibilities during the micro-sessions Prepare teaching activities for the micro-sessions Rehearse before delivery Deliver the activity Give and receive feedback
30 minutes
Reflect on the role of the trainer in a micro-teaching session Discuss their plans for delivering the sessions Complete post-workshops survey
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Materials and Equipment 1. Workshop PowerPoint slides and handouts 2. Master Trainer Notes (trainer only) 3. Five copies of D2.S1.2, printed on A3 paper, trainer only 4. Curriculum framework (including sections produced by Cambridge English) 5. Syllabus 6. Schemes of work 7. Textbook 8. White A4 paper (a few sheets per participant) 9. One computer with internet per training room (trainer only) 10. One set of speakers per room 11. One projector per room (or similar facility) 12. Flip chart paper 13. Sellotape or blu-tack 14. Marker pens (different colours) 15. Sticky notes (post-its) 16. Scissors (three per room) 17. Glue (three per room) 18. Pens (or participants can bring their own)
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Delivery The material is intended to be used as a workshop rather than a presentation. Some trainer-talking time is unavoidable, but aim for maximum audience participation. General note for all slides and handouts: If you foresee any difficulties because some of your trainees may have low levels of English, please be prepared to support your groups in a variety of ways. Here are some suggestions:
Use the common L1 (Bahasa) as needed. For activities, create groups with mixed English language ability. Encourage higher-proficiency members of the group to explain what lower-proficiency members may not fully understand. Do the task together at the beginning. Do the first few questions together. Go through the handouts for things that are not clear. Provide simple definitions to difficult vocabulary. Split the task up and ask different groups to do different parts of the task.
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Day 1 Session 1: Understanding foreign/second language development within the CEFR context Materials: Stationery, flip chart paper, projector/laptops, handouts Useful vocabulary: Elicit: to get information from others based on their answers or reactions. Constraints: obstacles. Overview for Session 1 Slides Session objectives and activities 1-4 Understand foreign / second language development in the Malaysian classroom 5-23 CEFR: approaches and principles – how the CEFR supports teaching and learning
Title slide
1
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Welcome participants to the training. Explain that we will be: looking at aspects of teaching and learning and best practice considering how planning can help us manage the curriculum; use of textbooks and materials in a pupil-centred context trying out using the Schemes of Work and planning documents thinking about how to support teachers in cascade training Introduce yourself briefly giving a few facts (your work background and something a bit more personal, e.g. an interesting hobby). Put participants into pairs. Ask them to tell each other three things about themselves and encourage them to move beyond their name and place they live to something more personal. Let them speak for 6 minutes. Put each pair with another pair to create a group of four. Ask them to introduce their colleague to the other two people.
Handouts Handouts D1.S1.1, D1.S1.2
Timing 34 56
90 minutes 2
18
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Slides
2-3 4
5
Session objectives and activities Allow them to talk for another 10 minutes. Complete with a quick round up eliciting information for a few people. Show the objectives for today’s session and run through them briefly. Highlight that we will be discussing everything with the Malaysian context in mind. Put participants into groups of 3 or 4. Ask them to look at the discussion points on the slide and tell them they have 10 minutes. Emphasise there are no right or wrong answers – this is just a chance for them to reflect on their context. Monitor to pick up any issues or a sense of their beliefs and approaches. End the discussion and pull out a few brief points on a flipchart paper but avoid getting into discussion or commenting at this point. Clarify that a lot of what happens in a classroom is based around the instinct and skill of the teacher and it is important to respect that. However, a framework or structure that allows people to communicate about teaching and learning at national and local level is key. Ask them to read the information about CEFR on the slide and to pick out the key phrases that explain its focus. Give them a minute to read then ask them to discuss their key points with a partner. Elicit their ideas very briefly.
Handouts
Timing
2 12
4
Note: participants’ familiarity with CEFR may vary from not heard of it to confident. Ensure that everyone can follow the discussion, and support those who need further explanation. 6
7-8
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Point out the key ideas are CEFR as a central point of reference That it is a system based on interactive, co-operative development That it is international (and not just European but used worldwide and for other languages too) Give participants Handout 1 and ask them to work in pairs and try to complete the gaps. Give them approximately 5 minutes. Elicit back some ideas briefly and answer any questions, then show the next slide, which contains the answers.
1
Handout D1.S1.1
12
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Slides
9
10 11-12
13 14 15 16-17
18
19
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Session objectives and activities Ensure participants understand ‘reception’, ‘production’, ‘interaction’ and ‘mediation’ and ask them to give examples from their teaching experience. Ask participants in their pairs to try to define ‘action-oriented approach’ in a few words and then comment on each other’s’ definitions. Give them two to three minutes. Ask participants to work with their partner again and come up with 2-3 ways that the CEFR can be used in the Malaysian context. Allow 3 minutes then elicit back some ideas. Run through the ways it is utilised. Highlight the CEFR key features: It is a way of describing language performance at 6 levels (A1 to C2) It covers 4 skills (Listening, Speaking, Reading, Writing) and the language elements embed within these (Next slide) There are global descriptors (which describe language level in general) and skills-specific descriptors which allow us to develop learning standards for each level Clarify that having the CEFR and using it to set learning standards is a little like having a map for a journey, which is important for teaching and learning. …if we don’t have a sense of purpose – an end destination – we can’t make good decisions about the road to take or we don’t know where we are. So it provides us with a clear sense of direction and signposts allowing us to check in and demonstrate how far we are on our learning journey. Briefly summarise the benefits – run through the points and summarise (next slide) by saying both teachers and pupils have a shared sense of direction and way of identifying what is happening. Ask participants how they think the CEFR then impacts in day-to-day teaching and learning. Why is it important? Elicit ideas. Say that ultimately it helps inform the information for lesson plans – and show them they have the Lesson Plan Template as Handout 2. Ask them to look at the Lesson Plan Template and decide the kind of information that goes into each section. Elicit back some ideas but don’t go into detail as they make suggestions.
Handouts
Timing
4
2 2
1
1 1
5
Handout D1.S1.2
10
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Slides
Session objectives and activities Clarify that we will be looking at how to use this effectively over the rest of the workshop and they will be using it to write their own plans so they understand how it functions in detail. Ask them to work in pairs briefly again. Tell them to decide how they think the Lesson Plan Template is linked back to the CEFR. Elicit their ideas. Show the diagram outlining how the documents fit together. Highlight in principle how the CEFR underpins all the activity in teaching and learning but it is a descriptive document. It outlines an approach to pupil-centred learning The descriptors in the CEFR Framework – which include ‘can do’ statements – allow us to understand what kind of communicative competencies pupils have and what they can or should be able to do at different levels. These are called Learning Standards in the new Curriculum Framework. These can be used to develop the Syllabuses which are a year-by-year description of the themes and topics, grammar, vocabulary and structures used in any year. … and the Schemes of Work are also aligned to those levels and age groups and reflect the Learning Standards and Syllabuses. They can be used to develop individual lesson plans based on suggested activities or activities in the textbook. Summarise by going through the points on the slide briefly Round up by reiterating that all these areas will be considered during the course and over the next few days they will develop a deeper and practical understanding of what they need to know. Ask participants to speak in small groups of three and tell each other one thing they hope to have gained by the end of the course. Give them 2-3 minutes. Elicit back their ideas and make notes to refer to during the course (and go back to on Day 5). Don’t be drawn into answering the questions at this point in time. Tell them you will deal with the issues during the programme. Finish the session by reviewing the Session 1 aims, and by highlighting any housekeeping issues e.g. timekeeping/ expectations about mobile phones/ showing a list of breaks and times of sessions.
Handouts
Timing
20
21 22
23
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4
3 4
2
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Day 1 Session 2: Tracking language development and progression across the CEFR levels Materials: post-it notes, flipchart paper, marker pens, pens/pencils, projector/laptops, CEFR Scales and skills Overview for Session 2 Slides Session objectives and activities 1-4 Understand how the CEFR is organised 5-7 Consider progression across the CEFR levels 8-11 Apply the frameworks and track to support understanding of progression 1 Animation – title only
1 (Aims) 2
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Introduce the session. Complete a short warmer. The activity aims to introduce the documents and get participants to think about how they all fit together. Put participants into groups of 5 and give each a set of 5 post-it notes. Ask them to write the following words – one on each post-it: - can do statement - textbook - scheme of work - learning standard - lesson plan Ask each group to work out how these different elements fit together. Tell them to lay out the post-it notes in a sequence or process line that identifies how they connect up (e.g. which comes first) Monitor as they work, checking they have reasons for their choices. When they finish elicit their ideas but don’t look at anything in too much detail yet. Run through the session objectives briefly. Give out large sheets of flip chart paper and marker pens. Put participants into groups of 5.
Handouts D1.S2.1
Timing 22 minutes 50 minutes 18 minutes 90 minutes 10
2 6
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Slides
3
4 5
6
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Session objectives and activities Ask participants how they might categorise language activities. What categories do they think would be useful if they were thinking about helping pupils progress and identifying their performance levels? Ask them to create a mind map of core categories: an overall division of what we do with language and any subcategories they want to add. Tell them to look at the self-assessment grid in the CEFR scales document. What are the three overall categories that CEFR uses? What do they mean?. Elicit their answers. Show the answers. Check understanding of receptive/interactive/productive. Put participants into pairs. Assign each pair one of the 3 categories ensuring roughly equal numbers doing each one. Tell them to look at the self-assessment grid for CEFR. Explain that they need to read through the descriptors from A1 to C2 and identify - key features for each level - how these change Tell them to underline any key words that help them identify this. Once they have finished, regroup those doing receptive activity, those doing productive activity and those doing interactive activity into larger groups (or 2 larger groups of each) and compare their ideas. Ask all the participants to return to their seats and elicit ideas. Tell them to look at the grid as they listen to the feedback from people who did different categories. Elicit the idea of moving from a basic to more sophisticated level. Ask them for any words they can find that highlight this. Identify how this takes into account: range / accuracy / fluency/ coherence / ease of interaction. Clarify each area by eliciting their ideas and establishing the concepts. Elicit an example of language use for each one. Ask them what this implies for teaching and learning (that we must deal with these areas systematically and be aware of progress in each area when assessing and looking for progress).
Handouts
CEFR Scales and skills
Timing
2
2 25
15
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Slides 7
8
9
10 11
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Session objectives and activities Tell participants that the secondary curriculum framework leads pupils from CEFR revise A2 (mid) to CEFR B1 level. Note that the table shows the target level on the top row and the starting point on the bottom row. Note that this is for ‘most’ pupils – some will attain higher than this, whereas some will not reach these levels, as is normal within any group of young pupils. Primary Year 6 finishes at A2 Mid, however Form 1 is in essence a revision of Year 6 level in order to ensure that pupils at secondary level at the required to begin developing their English language skills towards B1 high. Clarify that while language is the key measurement factor, age is also a consideration. This becomes more evident as the descriptors feed into the Curriculum Framework. These take the performance indicators and turn them into Learning Standards adjusted for age as well. Ask them to work in their pairs again and look at samples of Learning Standards from different age groups (Primary/Secondary) and discuss the questions on the board: - find examples of similarities and differences - identify what kind of progression is evident. Elicit back ideas. Reiterate that the CEFR framework provides a description of language on which everything else is based. Clarify that from this we can understand what pupils should be able to do at each stage of learning (their competencies) and from that establish Learning Standards and Schemes of Work. These can then be combined and matched against textbook content to produce lesson plans, with teachers producing materials to fill in any gaps. Ask them to look back at their post-it notes to check if they were correct. Show the example of this on the flow chart. Finally go through an example identifying: the CEFR descriptor the Learning Standard the linked lesson (from Scheme of Work and textbook) Elicit how they feel about this and what typical reactions teachers might have to this. Discuss the idea that:
Handouts
Timing 5
D1.S2.1
5
3
4 10
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Slides
Session objectives and activities it can be a new way of thinking about teaching and learning for some teachers initially it seems daunting but once teachers have adjusted it provides clear structure it can lessen workload as teachers can share planning and lesson planning loads by collaborating on these areas. Deal with any questions or queries.
Handouts
Timing
Round up session by highlighting that on the final day they will complete some micro-teaching sessions. Give a brief outline of how this will work. 12
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Review the session aims.
1
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Day 1 Session 3: Developing Listening skills consistent with CEFR-aligned curriculum frameworks Materials: CEFR Scales and skills, marker pens, pens, flip chart paper, lesson plans, handouts), projector/laptops, blu tack (to hang flip chart paper on the walls) Overview for Session 3 Slides Session objectives and activities 1-3 Recognise developmental needs and challenges to Listening skills in the Malaysian Secondary context 4-13 Consider the development of Listening skills according to pupil age and CEFR
14-19
Explore activities that support Listening skills
1
Introduce the session. Run through the session objectives briefly. (NOTE – there is a lot to cover so keep the early sections brief) Set up pairs. Ask participants to discuss the questions about Listening in their own context. Monitor to gain an idea of what is currently happening in classes. Briefly elicit back ideas from their discussion but don’t discuss too much at this point. Ask participants to look at the problems listed on the slide and with their partner, decide if the statements are true about their own context. Encourage them to be as honest as possible, pointing out that some of these are very typical problems in many contexts. Allow them to work. Elicit their ideas to see if they have similar experience.
2
3
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Handouts
Timing 10
D1.S3.1-2 CEFR Scales and Skills D1.S.3-5
58
22 90 minutes 2 3
5
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Slides
4
5
6 7
8-9
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Session objectives and activities Elicit some ideas about why some of the problems occur e.g. lack of confidence/ difficulty in processing connected speech/ lack of vocabulary/ lack of exposure to natural models. Explain that by overcoming such difficulties pupils can show a learning competency in their Listening skills. Ask participants to look at pages 8-10 of the CEFR Scales and Skills document and see where they can find evidence of competencies which describe progress in getting to grips with such issues. Tell them to work in pairs. Elicit back their ideas. Identify how CEFR scales can help because they - identify areas of performance - describe progress in ‘can do’ statements. Briefly look at how this benefits teachers and pupils. Clarify that CEFR standards tell us what pupils can do at different levels and also the types of listening activity involved which helps us plan lessons to support their performance. Put participants into groups of 3. Ask them to brainstorm at least 5 characteristics of successful listeners. They can note these down if they wish. Now ask participants to look at Handout 1. Explain that Column A identifies what successful listeners can do. Ask them to work alone and match a term in Column A with a description in Column B. After a few minutes tell them to compare what they have with a partner. Check the answers, clarifying as necessary. Ask them to discuss how these relate to ‘top down’ and ‘bottom up’ processing skills. Check answers. Key: 1B, 2E, 3A, 4F, 5C, 6G, 7D Explain that once the skills of good listeners are clear we can think more systematically about offering support and practice of these different areas in lessons and lesson planning… …and in order to do this we need to think about the type of listening activities we do and how we can identify or create tasks for the classroom to encourage these listening activities.
Handouts
CEFR Scales and Skills document
Timing
5
2
1 5 D1.S3.1
7
3
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Slides 10
11 12
13
Session objectives and activities Show the activity types listed in CEFR descriptors, clarifying if necessary…. …So let’s now think about the classroom tasks that help with these. We need to begin by identifying listening texts that help. Ask participants to work in groups of 3-4 and think of types of listening text that can give practice in these areas. Ask them to look at Handout 2 and show the example. Tell them to complete the rest of the table with their own ideas. Allow them to work for 5 minutes then elicit back their ideas. Clarify that using appropriate text types will allow us to help pupils develop their skills. Explain that the next step is to ensure tasks are appropriate to go with the texts. Identify some typical issues with this – run through these briefly. Explain that you will now look at the first one on the list – ensuring that the Learning Standard is clear and the skill/strategy being developed is clear. In this way we can be sure the tasks set are appropriate. Ask participants to work in pairs and name 2–3 skills/strategies associated with Listening. Elicit their ideas then move to the next slide…. Ask participants to look at the skills/strategies identified. Tell them to work in pairs again and look at the CEFR descriptors for listening. Clarify any they are unsure of. Ask them to identify where these skills/strategies appear in the descriptors, highlighting that this may be more than once. Elicit back some examples.
Handouts D1.S3.2
Timing 10
2 8
CEFR Scales and Skills doc
15
Now tell participants you are going to read out some typical listening tasks – they should note which task matches which of the 6 skills/strategies listed. Read the following: Guessing the topic from looking at the pictures and titles Guessing how a speaker feels about something by finding phrases or listening for intonation Answering questions about the content Ticking the key topics they hear from a list Guessing something from clues
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Slides
14
15 16
17
18 19
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Session objectives and activities Put them in pairs to check their answers. Check answers (as follows): Guessing the topic from looking at the pictures and titles [prediction] Guessing how a speaker feels about something by finding phrases or listening for intonation [attitude] Answering questions about the content [detailed comprehension] Ticking the key topics which they hear from a list [global understanding- gist] Guessing something from clues [inference] Ask why these skills/strategies can be problematic for pupils and how teachers can help? If there is time elicit ideas. If not, clarify that often pupils don’t get enough specific practice in each area. Run through some of the overall suggested approaches briefly. Ask participants to look at Handout 3. If you have time clarify each in more detail. Remind teachers that a starting point is to be sure which Learning Standard and skill/strategy is being addressed. Ask them to look at some material from Pulse 2 page 13. Tell them they should use the CEFR descriptors and think about Learning Standards and skills/strategies … Tell them to use the documents and information they have so far to see if they can match the material with a Learning Standard/ skill/strategy / decide if the tasks work well. (NOTE: At this stage of the course we would like them to start to recognise how everything fits together so don’t worry if they don’t come up with detailed answers. Keep this brief). Finally ask them to look at the first part of a lesson plan (Handout 5) and answer the questions, but this time using the example. Review the session aims.
Handouts
Timing
3
D1.S3.3
4
D1.S3.4
10
D1.S3.5
4 1
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Day 1 Session 4: Developing Speaking skills consistent with CEFR-aligned curriculum frameworks Materials:
CEFR Scales and skills, marker pens, flip chart paper, projector/laptops
Overview for Session 4 Slides Session objectives and activities 1-14 Recognise developmental needs and challenges to Speaking skills in the Malaysian secondary context Consider the development of Speaking skills according to pupil age and CEFR 15-18 Explore activities that support Speaking skills 1 (Animatio n – title only)
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Introduce the session. Complete a warmer. Use concentric circles (onion rings) to do a Speaking task. Ask half the participants to stand in a circle facing outwards. Ask the other half to stand in a larger circle around the first set facing inwards so participants are face to face. Tell them to speak for one minute to the person they are facing about a class or lesson they enjoyed teaching. Stop them after a minute and ask the outer circle to step to the right by one person so that they are facing a new partner. Alternatively play music and ask the outer circle to walk around until the music stops. Make sure you halt it when they are next to someone new. Ask them to discuss with their new partner a class they found difficult to teach and why. Move the pairs around again. Ask them to discuss an activity they have done with a class that was very successful. When the tasks ends, tell the participants to sit down. Ask them if the task worked well and why. (Personalised/ promotes lots of speaking/ no prep for the teacher). Ask them for ideas of how they could adapt it for pupils.
Handouts D1.S4.1, D1.S4.2
Timing 66 minutes
24 minutes 90 mins 6
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Slides 1 (Aims) 2
3 4
5-6
Session objectives and activities Run through the session objectives briefly. Explain that they have been speaking and we are now going to look more closely at the Speaking skill. Tell participants to work in pairs and discuss the questions on the slide. Let them talk for a minute. After a few minutes ask them to change partners and continue. Finish the task and ask them to report back what they discussed. Clarify that just like Listening skills, CEFR descriptors for Speaking can tell us what speakers can do at different levels and also highlight the types of activities they do and the skills they employ. Tell participants to continue to work in pairs. Ask them to look at page 7 of the CEFR Scales and Skills at aspects of spoken language. Ask them to: Identify the five areas of activity measured Focus on the descriptors for A1 and B1 and find as many differences between them as possible. Allow them to discuss. After 5 minutes stop them and elicit back their ideas. Set up a new task. Elicit back from participants the kinds of Listening activities that they remember from the previous session. Then ask what they think the Speaking skills and strategies are. Don’t confirm or reject any ideas. Put participants into groups of 4 or 5. Give each group a set of cut up cards and put them face down in the middle of the group. Explain that they should take it in turns to pick up a card and try to explain it and give examples to their group. Let them play monitoring to understand their ideas. When they finish check their ideas, eliciting definitions.
Handouts
Timing 2 4
1 CEFR Scales and skills document
10
D1.S4.1
15
D1.S4.2 after first task completed
(Next slide) Tell participants to continue in their groups and think of tasks that would enable pupils to use those Speaking skills and strategies. Show Handout 2 and look at the example given. Ask them to complete the rest of the table in groups. Elicit back their ideas for tasks.
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Slides
9
Session objectives and activities Clarify that now the skills and strategies are clearer we will try to apply them. Tell them to work in pairs. Ask participants to read the Learning Standard on the slide. Tell them to try and identify any Speaking skills/strategies they think might be involved and what kind of task or activity could be set for pupils so they developed the skill further or practise it. Let them discuss (3 minutes). Elicit back their ideas. Establish the idea that Speaking work can focus on particular skills and doing this accurately, or can focus more on fluency and using language with flow. Explain that they need to build up to this so using a mixture of controlled tasks to build confidence and accuracy and less controlled tasks to develop fluency is key. Show the list of tasks that can help with confidence building and clarify any that are unclear. Ask participants to discuss which they have used and which they feel work best. Repeat with fluency focused tasks.
10 11 12
Now put participants into groups of 3. Ask them to brainstorm ideas about: What pupils find difficult about Speaking How those problems can be addressed. Give out large sheets of flip chart paper and marker pens. Tell them to create a quick mind map of their ideas. After a few minutes stop the activity. Ask for one person per group to volunteer as a messenger. Ask the messengers to move to a new group – move them clockwise around the room. Explain they should tell their new group some of the ideas from the old group. Let the discussion continue. After one minute ask for a new person to volunteer and get them to move clockwise to a new group. Tell the groups to continue working. End the task and elicit back ideas. Tell the participants to return to their normal seats. Show the participants the three most common challenges that pupils have. Briefly discuss how pupils can tackle shyness. Review ways of tackling the issue of pupils not having anything to say.
7
8
Page 25 of 72
Handouts
Timing 7
2 10
2 2 2
3.3_Secondary_2017
Slides 13 14
15
Session objectives and activities Finally review ways of managing use of mother tongue. Highlight that – as with Listening – the Speaking activities that pupils use in the classroom should replicate real-life use of English. This will enable pupils to develop their skills effectively. For this reason the tasks are key. Ask participants to work in pairs. Show the list of features of a Speaking task. Ask them to work through the list and decide if they are features of a good Speaking task or not. When they finish, check answers and clarify.
Handouts
Timing 2 1
10
Answers: Produces a lot of language: T – the task should encourage lots of pupil output Encourages pupils to read aloud: F – this doesn’t support the skills/strategies listed. Is easy for pupils to follow: T– if the task is too complicated pupils won’t be able to do it. You want them to focus on speaking rather than what happens next. Has lots of different rules and activities: F – as above. Involves the teacher error-correcting all mistakes heard: F – this will stop fluency and make pupils nervous about making errors, stopping them from talking Is economical to set up: T – the task should be quick to set up and produce lots of language. Provides meaningful communication: T – pupils should be engaged in realistic tasks Gives pupils a chance to interact with each other in groups or pairs: T – this increases pupil output Can be followed by error correction after the task has finished: T – delayed feedback means pupils can build confidence and focus on speaking during the task rather than worry about errors Should include lots of new vocabulary and grammar forms: F – we sometimes provide speaking practice after introducing language as a controlled practice of the grammar. In this case the idea may be to focus on accuracy. But if it is a speaking focus then it is better to avoid new language which pupils may find difficult.
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Slides
16 17
18
Page 27 of 72
Session objectives and activities Will involve pupils standing and speaking in front of the class one by one: F – pupils may sometimes do presentations but in general, pair work and group work will allow them to practise speaking without feeling so self-conscious. Show the summary slide identifying how teachers can support pupils in their focus on Speaking. Clarify any unclear areas. Explain to participants that we will now look at completing an outline lesson plan for a Speaking lesson. Put participants in small groups and ask them to use - Syllabus (to help with word lists) - Schemes of Work - Pulse material (page 42) Ask participants to work in groups of 3-4 to create an outline lesson plan and try to fill in the information. Once complete, ask groups to compare their plans with another group if there is time. Review session aims.
Handouts
Timing
2 Pulse, page 42
11
1
3.3_Secondary_2017
Day 2 Session 1: Developing Reading skills consistent with CEFR-aligned curriculum frameworks Materials: marker pens, flip chart paper, projector/laptops; large cards with one of the gapped words from Handout 2 on each card; blu tac to pin cards to wall; optional- cut up version of table on Handout 3 Overview for Session 1 Slides Session objectives and activities 1-10 Recognise developmental needs and challenges to Reading skills in the Malaysian secondary context Consider the development of Reading skills according to pupil age and CEFR 11-14 Explore activities that support Reading skills 1
2
3
Page 28 of 72
Introduce the session. Run through the objectives for the session. Do a short warmer. Ask participants to think of their favourite book, preferably a well-known one, and make a few notes on the plot and the key characters. If they don’t read much they could choose a film but should specify this. Tell them to work in groups of 4 or 5 and that they should take it in turns to describe the book plot and characters avoiding the name (or names of any famous characters that might give away the answer). The rest of the group try to guess which book is being described. Ask participants to look at the questions on the board and make a few notes individually. Tell them they have 5 minutes Ask them to mingle and speak to at least 3 other people and share their ideas. Clarify that – as they should now be aware – the CEFR provides us with information about what readers can do at different levels and the types of reading and the skills/strategies that they use.
Handouts D2.S1.1,2
Timing 65
D2.S1.3,4
25 90 minutes 7
10
1
3.3_Secondary_2017
Slides 4
5
6
7
Page 29 of 72
Session objectives and activities Tell them to look at Handout 1 which shows the Learning Standards connected to Reading for Forms 1 and 2 at Secondary level. Ask participants which documents they would look at to find information about this. Elicit that it is in the Curriculum Framework but can also be found in the Schemes of Work informed by the CEFR descriptors. Ask them to work in pairs and discuss the questions using the SoW to help. Show the focus of the Learning Standards from the Curriculum Framework. Ask participants to think about the different text type they would expect pupils in Form 1 and Form 2 to read and which would be most suitable for the focus. Feedback ideas. Ask participants to find the list of suggested text types in the syllabus and to compare it with their list. Explain that we will now look in more detail at the skills and strategies used in Reading so that we can support our pupils in developing these. Put up large cards with the gapped words from Handout 2 on the walls but facing the walls. Put the participants into pairs and ask them to choose who will run and who will write. No participant is allowed to see the handout in their packs yet. Complete a running dictation – the runner needs to check each wall card and run back to their partner telling them which letters to write and how many gaps to include. Explain that as soon as they have 9 items they should sit together and try to fill in the gaps. Clarify that each one is a Reading strategy and ask them to try and work out what missing letters they need to formulate the words. Allow them to do the running dictation. When the first few groups have finished, check the words with them. Ask them to look at the copy on Handout 2 and fill in the final version there. Then ask them to continue working in pairs to try and work out a definition for each. Elicit back ideas. Show the answers and run through the definitions: 1 perceptual skills – being able to read and recognise letters
Handouts D2.S1.1
Timing 6
5
D2.S1.2, printed on A3 paper if possible (but withhold until after the running dictation is complete)
10
6
3.3_Secondary_2017
Slides
8
9
10
11
Page 30 of 72
Session objectives and activities 2 memory – cognitive processes of remembering rules of spelling, word formation and what has happened in a text 3 decoding skills – being able to decode letters into words and sounds 4 inferencing – reading between the lines 5 predicting – guessing content from visuals, titles etc. and predicting upcoming content 6. imagination – using creativity to understand text 7. rapid scanning – looking over a text very quickly to locate information 8. referring back and forth – being able to cross reference information and language within a text 9. interpreting and drawing conclusions – using critical thinking skills to analyse and understand text content Before moving on, quickly ask them to summarise the benefits of the running dictation activity (utilises four skills, engaging, can be used to set questions/for short texts/vocab games e.g. definitions on the wall etc.) Ask participants to work in small groups again and look more closely at a Learning Standard for Form 2. Ask them to think about the reading strategies that might be involved and the type of task that could be used to practise. Elicit back ideas. Briefly explain some of the key problems pupils face in working with text and explain that these can also be useful to consider as a focus for lesson content in order to counterbalance them and encourage pupils to improve these areas. Ask participants to comment on their experiences with these areas or add any others they think are important. (Before showing slide) Ask what we can do to a text to make it easier or more difficult for pupils to process the information. Elicit back ideas from the whole group then… (show slide) …run through the different aspects of challenge briefly. Explain that we will now consider delivering Reading skills lessons in the classroom. Tell participants to look at Handout 3 and try to complete the table with the standard procedure for a reading lesson. Highlight this is a standard receptive skills lesson and can be used for Listening skills too.
Handouts
D2.S1.1
Timing
5
5
10
D2.S1.3
5
3.3_Secondary_2017
Slides 12
Session objectives and activities Run through the answers clarifying the reasons for stages. Point out that there are variations on this approach but it is a good structure to have as a starting point. Key: 1, 10, 2, 5, 6, 11, 4, 7, 8, 3, 9
Handouts
13
Now ask participants to brainstorm typical errors teachers might make when setting up Reading activities. Ask them to work in small groups of 3 and list these. After 5 minutes check their ideas. Ask them to look at Handout 4 – they can add extra rows to the table if they have ideas that are not included. Tell them to look at each problem and suggest a possible solution. Check their answers. Finish off with any questions they have about the session. Review the session aims.
D2.S1.4
14
Page 31 of 72
Timing 5
14
1
3.3_Secondary_2017
Day 2 Session 2: Developing Reading skills consistent with CEFR-aligned curriculum frameworks Materials: flipchart paper, markers, blu-tac to put up posters, pens/pencils, projector/laptops, internet connection if possible. Overview for Session 2 Slides Session objectives and activities Consider tasks for the development of Reading skills in pupil-centred lessons 1-10 11 -12 1 2
Handouts D2.S2.1
Timing 63
D2.S2.1
27 90 mins 1 25
Identify ways of dealing with typical pupil issues in Reading Plan a Reading lesson with reference to Reading skills and Learning Standards
Introduce the session. Run through the objectives for the session. Ask participants to think about the receptive skills procedures lesson they saw yesterday. Show the question on the slide. Ask them to spend a moment thinking about it. Put them into pairs. Give each person a letter – either A or B. Tell them they will each speak for one minute and the other person should simply listen and not interrupt. Tell person A to answer the question for one of the key stages, speaking for one minute without stopping. Ask them to begin. After one minute stop them. Tell person B to summarise what they have just heard in 15 seconds beginning ‘So you said…’ (write this on the board if necessary) Now repeat, asking person B to pick a different key stage and answer the question for one minute. Then stop them and ask person A to summarise what they heard using the same phrase. Once the sequence is complete, elicit back ideas generally in response to the questions. Mention that this speaking task is effective as it requires no prep for the teacher, can be adapted for topic or language point and ensures that in pair work pupils listen to each other fully.
Page 32 of 72
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Slides
Session objectives and activities Divide the class into 4 groups. Give each group poster paper and markers. Assign each group a different stage from a Reading lesson pre-lesson: (pre reading); lesson development: gist tasks; detailed tasks; post lesson: follow up (post reading). Ask them to list as many task types as they can think of that would work for that stage. Tell them to use the Learning Standards for Reading handout from Session 1 (D2.S1.1) and also link these to the task types where possible. Allow groups to work on their posters. Now put the posters up on the wall.
Handouts
Timing
Regroup the participants into 4 or 5s – in each group have one person from each of the original groups. Tell participants to circulate around the room looking at the posters. Whichever member of the group was involved in designing the poster they are looking at should clarify the thinking behind the poster and present it to the other group members.
3 4 5 6
7
Page 33 of 72
Give out Handout 1 and ask participants to work through the task in pairs. Accept participants’ explanation if it makes sense as there is no right or wrong answer. Complete a short feedback. Briefly show the suggested activities for pre-lesson tasks… …and gist tasks …and detailed tasks …and finally post activity tasks. Emphasise these are just examples, picking up where they had also noted the same tasks and acknowledging others they might want to add. Point out many could be used for different stages but must be aligned fully to a Learning Standard. Ask participants to now think about a Reading lesson from the book. Put them into pairs. Ask them to choose a Learning Standard from the Scheme of Work with associated pages from Pulse 2. Suggest page 85.
2 2 2 2
15
3.3_Secondary_2017
Slides 8
9 10 11
12
Page 34 of 72
Session objectives and activities Ask them to draft an outline lesson plan including the items on the board. This should be notes, not fully written. Now explain that we also need to consider adaptation and differentiation.
Ask the pairs to look at the questions on the slide and work through their lesson plan applying some of the questions. Feedback and share ideas. Divide the pairs into two larger overall groups. Ask one half of the pairs to imagine they are delivering their lesson plan to very strong pupils. Ask the other half to imagine they are delivering their lesson to very weak pupils. Tell them to think of changes they could make to the lesson plan and delivery to deal with this. Let them work together then discuss their ideas as a whole group. Briefly show some ideas for dealing with more proficient pupils…. …and less proficient pupils. Finally ask participants to think about a lesson with no course materials from the Schemes of Work from the Literature in Action lessons. Ask them to identify a Learning Standard and think about the Reading skills involved, the task types and additional areas such as how the teacher monitors and gives feedback. Tell them to identify a text to use from their own knowledge or by searching online. Tell them to write out a sample lesson plan putting in detail where they can and remembering to consider alternatives for more and less proficient pupils. If they finish early get them to compare lesson plans with other groups. If they run out of time, they can complete their plans in the evening. Review the session aims.
Handouts
Timing
10
2 2 26
1
3.3_Secondary_2017
Day 2 Session 3: Developing Writing skills consistent with CEFR-aligned curriculum frameworks Materials: marker pens, flip chart paper, projector/laptops; optional – large cards with the items from Handout 2 on each card (one set per 5 participants; blu tac to pin cards to wall Overview for Session 3 Slides Session objectives and activities 1-4 Recognise developmental needs and challenges to Writing skills in the Malaysian Secondary context 5-9 Consider the development of Writing skills according to pupil age and CEFR 10-11
Explore activities that support Writing skills Consider Writing skills and their relation to Learning Standards
1
Run through the objectives for the session. Tell participants that you would like them to write a brief report of 5 lines on the training programme as if reporting back to a colleague. Tell them it must be a well-written report. Ask them to work in pairs and do this. Don’t give further guidance. Allow them to work and give a time limit (5 min). Once they have finished ask them to swap with another pair and compare what they have written. Ask if there are many differences or similarities. Now ask them to list the actions and processes they went through to produce their report. Bring out the idea that they probably considered content, thought about how to organise their report, drafted it and then corrected it, checking for grammar and word accuracy and other areas such as spelling and punctuation. Clarify that all these stages and features are part of the Writing skill.
Page 35 of 72
Handouts
D2.S3.1, D2.S3.2
Timing 24 35 31 90 minutes 15
3.3_Secondary_2017
Slides 2 3
4
Session objectives and activities Ask participants to work in pairs and discuss the questions on the slide. Complete feedback picking up their ideas. Show the slide and clarify that this should now look familiar – ask them what it refers to. Elicit the idea – hopefully now established – that CEFR descriptors and Schemes of Work allow us to identify what writers can do at different levels and the types of activity and strategies involved. Ask participants where they can find specific information about these areas. Elicit the idea of using Learning Standards from Schemes of Work.
Handouts
Timing 4 2
3
5
6
7 8
9
Page 36 of 72
Ask them to guess what kinds of activity they would expect to be described and what text types might be used to do this. Complete feedback on their ideas then say we will check. Give out Handout 1. Tell them to use the Learning Standards and answer the questions. Do feedback highlighting the idea of process and product writing. Remind participants of the first activity they completed and ask them how these ideas apply to what they did. Feedback. Give out Handout 2. Clarify that it lists Writing sub-skills and ask them to decide which are more process-focused and which are more product-focused. Alternatively, put these items on flip chart paper (have a set per 5 people) and ask participants to blu-tac them onto the wall in two lists Go through the items associated with process writing. Clarify as necessary. Repeat with items associated with product writing. Clarify as necessary. Also highlight that although grammar and vocabulary are key elements of writing, it is also important to have lessons focused on other aspects and to deal with these elements in grammar or languagefocused lessons so that writing lessons focuses on specific skills. Ask participants to look at the writing standards in Handout 1 again. This time they should consider which are process and which are product or possibly have elements of both.
D2.S3.1
5
D2.S3.2
10
5 5
10
3.3_Secondary_2017
Slides 10
11
Page 37 of 72
Session objectives and activities Tell participants to look at Handout 3 –the Writing lesson plan 16 in the Schemes of Work and the associated material from Pulse 2 page 18. Ask them to discuss Questions 1-2 on the slide in pairs. Complete feedback. Now ask them to use their ideas and the Pulse material to create a lesson outline. Allow them to work on this, monitoring and supporting as necessary. When they have finished put the pairs into groups of four and ask them to share their plans. Review the session aims.
Handouts D2.S3.3
Timing 30
1
3.3_Secondary_2017
Day 2 Session 4: Planning a sequence of pupil-centred Writing skills lessons for non-textbook aligned lessons Materials:
flipchart paper, markers, pens/pencils, projector/laptops.
Overview for Session 2 Slides Session objectives and activities 1-8 Consider tasks for the development of Writing skills in pupil-centred lessons 9-11 Identify ways of dealing with typical pupil issues in Writing 12-13 Plan a Writing lesson with reference to Writing strategies and Learning Standards 1 2
3
Introduce the session. Run through the objectives for the session. Ask participants to think about product and process writing again and to come up with three tasks for each. Ask them to make a note of each for later. Share their ideas. Explain that you will look more closely at the process of writing and helping pupils develop these skills. Ask them to work in pairs and look at the different steps. Explain these are mixed up and they should put them in the order they would happen in a real-life situation. Check answers clarifying as necessary:
Handouts D2.S4.1 D2.S4.2 D2.S4.3
Timing 39 36 15 90 mins 1 10
8
1 Understanding the task 2 Data collection 3 Selecting 4 Planning 5 Drafting 6 Crafting
Page 38 of 72
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Slides
4
5 6 7 8
9
Page 39 of 72
Session objectives and activities 7 Editing 8 Receiving evaluation 9 Rewriting 10 Proofreading Discuss the idea that in real life we write with a purpose which makes our activity meaningful. Explain that classroom activity should be the same. Writing tasks need an audience, a reason to write and should achieve an outcome. Ask them to work in the same pairs as for the first task, go back to the three tasks they suggested for process writing at the beginning and check if they do this. If not, how could they change them? Tell each pair to compare their ideas with another pair. Complete a short whole group feedback. Elicit some ideas of text types from participants. List these on a flip chart then ask them to decide the CEFR level at which they think pupils should achieve these. Elicit their ideas for a selection of the text types. Show the answers and ask them to check if they were correct for the lower-level items. Go on to show the higher-level tasks. Ask why they think the underlined texts are more complex (length/complexity of language/style and tone) Ask participants to look at the two writing tasks on the slide and identify why they are communicative. Elicit the idea that both have an audience and a purpose. Ask them to look at the list of tasks and highlight that in each case the task has purpose and an implied audience, i.e. it isn’t ‘Write sentences using the past tense’ which has no communicative purpose. Give out Handout 1 and ask participants to discuss in groups of 3-4 which tasks their own pupils would enjoy most. Ask participants to go back to the three tasks they suggested at the beginning for product writing. In their original pairs ask them to discuss Question 1 on the slide. Give out Handout 2. Ask them to read the tasks and what they aim to improve. Ask them to compare the list with their own tasks and see if there are any similarities.
Handouts
Timing
10
2 2 1 D2.S4.1
5
D2.S4.2
30
3.3_Secondary_2017
Slides
10 11 12
13
Page 40 of 72
Session objectives and activities Divide the class into halves. Ask one half to think about higher proficiency pupils. Ask one half to think about lower proficiency pupils. Tell them to work in smaller groups within their halves and suggest ways they could adapt or change writing tasks to help the type of pupil they have been assigned. Ask them to note down their ideas. Once they have finished, pair one person from each half of the room with another from the opposite group and ask them to compare their ideas. Complete whole class feedback picking up on their ideas. Briefly look at writing extension ideas to stretch more able pupils… …and strategies to support less able pupils. Finally ask participants to work in small groups and choose a Writing-based lesson to design making sure they cover all the points on the slide. Give them Handout 3 and ask them to use it as a checklist as they design. If there is time at the end ask them to share their lesson plans. Review the session aims.
Handouts
D2.S4.3
Timing
3 3 14
1
3.3_Secondary_2017
Day 3 Session 1: Planning objective and pupil-centred textbook-based lessons Materials: marker pens, pens, flip chart paper, lesson plans, projector/laptops, blue tack (to hang flip chart paper on the walls) Overview for Session 1 Slides Session objectives and activities 1-9 Understand how to use the Schemes of Work for planning lessons
Handouts D3.S1.1, D3.S1.2
Timing 34
10-15
Create Learning Objectives derived from Learning Standards
23
16-18
Plan lessons using the Lesson Plan Template
33 90 minutes
1
Introduce the session. Run through the session objectives briefly.
1
2 3
Tell participants you will be thinking in more detail about effective lesson planning. Now ask participants to look at the questions and consider lesson planning and why we need to plan. Tell them to work in small groups and come up with three reasons. Elicit their ideas. Review the reasons for planning.
1 7
Explain that they can use the Schemes of Work in parallel with the lesson plan to do this. Clarify the features of Learning Standards, Learning Outlines and materials. Clarify the features of the cross-curricular elements, differentiation strategies and teachers’ notes. Tell participants to look at the materials and read the extract from the Scheme of Work (handout). Ask them to work in pairs and match the phrases in the right-hand box with the gaps in the SoW 1-6.
2
4 5 6 7
Page 41 of 72
2
2 D3.S1.1
10
3.3_Secondary_2017
Slides
9
Session objectives and activities Check their answers and clarify any questions. Refer back to the earlier slides as necessary to identify the origin of the information. Ask what they might do to develop the lesson content and elicit ideas. Ask participants to look at the Scheme of Work and Lesson Plan Template (handout). Tell them to work in pairs and identify where they get information to put into the lesson plan. Check answers. Clarify any questions.
10
Explain that the Learning Objectives are key to the success of the lesson plan overall.
2
11
Clarify what to include in a good Learning Objective.
3
12
Show the example descriptor from the CEFR and ask participants to read it then answer the questions in pairs. Show the answers. Clarify that the description of learning is achievable and can be measured and observed but is far too complex to understand. Now ask participants to read the example Learning Standard and Learning Objective. Highlight that these are clearer than the CEFR descriptor Tell them they will now look at part of the lesson plan and the materials for the lesson from the textbook. Now ask participants to work in pairs. Tell them to look at Pulse page 30 and the Scheme of Work template for Lesson 53 that it matches. Ask them to use this information to create a good Learning Objective. Check ideas. Clarify that once the objective is clear, planning will be more effective and focused. Tell them that they should use what they have learnt so far to create their own lesson plan.
5
Set the task. Ask participants to work in groups of 3-4. They should use the Scheme of Work and material from Pulse 2, Unit 1, page 10 and work out the Learning Objective then write a rough lesson plan. Once they have finished ask them to compare their plans. Review session aims.
30
8
13 14
15
16 17
18
Page 42 of 72
Handouts
D3.S1.2
Timing
4 5
3 2
8
2
1
3.3_Secondary_2017
Day 3 Session 2: Planning for pupil-centred non-textbook based lessons Materials: marker pens, pens, flip chart paper, projector/laptops Overview for Session 2 Slides Session objectives 1-8 Understand the requirements and challenges for planning non-textbook aligned lessons 9-10
Handouts D3.S2.1, D3.S2.2
11 12-14
Create Learning Objectives derived from Learning Standards and detail outlined in the Scheme of Work Identify how to cater for pupils’ needs as identified in textbook lessons Planning Learning Outline in non-textbook based lessons
1
Run through the session objectives briefly.
2 3
4
Clarify that sometimes it is necessary to create lessons beyond the textbook. Ask participants to think about why this is necessary. Give them Handout 1 and ask them to work in small groups and complete the gap fill. . Check answers and clarify any questions.
5-6
Clarify why it is necessary for teachers to do this – go over the points briefly.
5
7
Clarify the cycle of textbook and non-textbook lessons and what the teacher must follow from the Scheme of Work and where there is flexibility. Give out Handout 2 then ask participants to work in pairs and read the teachers’ questions.
3
8
D3.S2.3
Timing 32
D3.S2.4
D3.S2.1
13 11 34 90 minutes 1 1 8
2
D3.S2.2
10
What would they suggest to the teacher?
Page 43 of 72
3.3_Secondary_2017
Slides 9 10
11
12
13
14
Page 44 of 72
Session objectives Remind participants that the Learning Objectives are the starting point for planning a lesson. Explain that you will start by practising writing these again. Tell participants to look at the Schemes of Work samples in Handout 3. Ask them to read the Learning Standards. Encourage them to think about - what the Learning Objectives will say - what types of activity or materials might be needed to meet the Learning Standards Explain that they don’t need to plan a complete lesson but make notes on what they would include. Show the list of questions they should ask themselves as they plan. Put the participants into groups of 3 to do the task. Let them work on the Learning Objectives and identify activity ideas – in note form only. When they have finished check their ideas. Now move on to the Learning Outline (procedures). Remind them to consider the structure of the lesson content. Give participants time to decide on a sequence of activities for the lessons. Again they don’t need to write the lesson plan in full but just select and list activities and put them into a logical sequence. Monitor and support as they work. When they have finished ask a few of the groups to present their ideas briefly. Give out the sample plans on Handout 4. Ask them to scan through how the activities progress. Ask participants to consider if they think their plans are clear and sufficient in comparison. Finally ask each group to select a different non-textbook based lesson from the Scheme of Work. Tell them to use the documents they think will be useful. Remind them of the documents that can help. Ask them to consider the Learning Objectives first and then the Learning Outline. Participants work in their groups to write out a full lesson plan. Monitor and support answering questions as they work. Review session aims.
Handouts
Timing 2
D3.S2.3
3
10
11
D3.S2.4
3 30
1
3.3_Secondary_2017
Day 3: Session 3: Developing pupil-centred skills lessons consistent with CEFR-aligned curriculum frameworks Materials: marker pens, pens, flip chart paper, lesson plans, projector/laptops, Overview for Session 3 Slides Session objectives and activities Consider tasks for the development of skills in pupil-centred lessons 1-2 Understand principles of tracking progress and realigning lessons in response to monitoring 3-16
17-19
Planning short-, mid- and long-term lesson sequences
1 2
Run through the objectives for the session. Remind participants of the documents and planning documents they have used so far on the course. Ask them to tell you what they have seen and how the documents can be used e.g. Schemes of Work provide Learning Standards and are linked to the textbook and CEFR descriptors. Useful for planning. Ask them to work in pairs and consider the questions on the slide. Feedback their ideas. Highlight the idea that lesson plans can change because of pupil performance – this will help decide whether a teacher needs to cover material again to support pupils who haven’t yet reached the Learning Standards or alternatively to push some pupils harder so they are suitably stretched. Alternatively they might supply additional information for a teacher planning work away from the textbook and in conjunction with a given Learning Standard. Explain that before starting to plan a lesson that isn’t textbook based, they need to be clear about what pupils need alongside the syllabus. Even if they are using the Learning
Page 45 of 72
Handouts D3.S3.1, D3.S3.2, D3.S3.3 D3.S3.4
Timing 11 67
12 90 minutes 1 10
3.3_Secondary_2017
Slides
Session objectives and activities Standards in the Schemes of Work they should also be thinking about skills and gaps in pupil performance and this will allow them to tailor the lesson planning better. Explain that as a result tracking progress is vital. Look at the learning cycle and tell participants of the need to track progress short term (in one lesson), mid term (over a sequence of lessons or term) and long term (over an academic year). Remind participants that we need to track against concrete aims – the Learning Standards. Ask them if they can think of three ways that teachers might track progress. Ask them to discuss in small groups. Feedback their ideas. Go over the three types of tracking.
Handouts
D3.S3.1
6
Put the participants into groups of 3 or 4. Give out Handout 1 and assign each person in the group a different type of tracking strategy e.g. one has ‘on the run’, another has ‘diagnostic’ and the third has ‘planned’. Ask them to read through the list of techniques in the handout and decide which ones fit their category. Allow them to work alone. Once most have completed this ask them to go back into their group of 3 and compare ideas explaining their answers. 1=diagnostic; 2=on the run; 3=planned A= 1 / B=2 / C=2 / D=3 / E=3 / F=2 / G=3 / H=2 / I=3 / J=2 / K=3 / L=1 / M=2 / N=2 / O=3 Briefly go over the features of ‘on the run’ assessment.
7
Repeat with planned assessment.
4
8
Repeat with diagnostic assessment. Ask them to check if they picked out appropriate features for their tracking strategy. Ask which techniques they feel would work best for Forms 1 and 2. Ask participants to look at Handout 2. Tell them to work in groups of 3 and decide if the statements are true or false then answer questions 2-3.
4
3
4 5
9
Page 46 of 72
Timing
5
3 10
4
D3.S3.2
10
3.3_Secondary_2017
Slides
Page 47 of 72
Session objectives and activities Allow them to work together then check answers. Use this as an opportunity to clarify good practice. Answers: 1. Set a task and continue to set instructions or check how pupils are doing from the front. Don’t – use it as an opportunity to walk around without interfering so you can fully observe. 2. Remain at the front of class so you can see everybody as they work. Don’t – you need to get close to see how they are doing; pupils will get used to this. Avoid eye contact so they don’t start asking you things but carry on working. 3. If one group of pupils is stuck on a task, stop the whole class and check instructions. Don’t – if one group is stuck quietly and briefly support so they can continue; only stop the whole class if you realise all pupils are struggling. 4. As you monitor pairs and groups, step in and ask how they are getting on. Don’t – this will interrupt them; this isn’t a teaching stage – it is a chance for you to step back and observe. 5. Lower your voice and get down to eye level if a pair or group need help. Do – this will avoid the whole class thinking they need to listen to you again. 6. Take a notebook with you for making notes. Do – this is a chance to find out what they can do and record it. 7. When pupils are writing, lean over from the front to watch how they are doing. Don’t – for writing tasks, walk behind desks so you can see what they are doing without disturbing them. 8. Be sure to correct every error you hear as the pupils are working. Don’t – you can note errors for later; don’t interrupt their flow. 9. At the end of the task, do an error correction stage covering the main errors related to the learning objectives and any other error that has interfered with the task. Do – deal with errors after the activity but only key errors especially those related to what they are working on.
Handouts
Timing
3.3_Secondary_2017
Slides
Session objectives and activities 10. Praise all pupils if they have done well in relation to how they normally perform e.g. if a strong pupil speaks very fluently and if a slower pupil says a few words when they are normally silent. Do – be sure to praise all pupils at whatever level if they have achieved something good for their standard. Go through the summary of ideas about monitoring progress.
Handouts
D3.S3.3
14
Explain that tracking progress also involves recording the information. Ask them to work in pairs and compare ideas about: how they can record tracking information and progress effectively what a record looks like/would look like. Feedback their ideas. Explain that we will now look at some examples of the kinds of records teachers can keep in order to respond to progress. Provide Handout 3 and ask participants to look at these. Ask if they have made similar records and which one they prefer and why. Ask them to discuss in groups of 3. Feedback briefly with whole group. Ask why keeping records is important. Elicit their ideas. Confirm that response to pupils’ need is key to planning new or non-textbook lessons, as well as to cover the syllabus. Briefly run through the reasons for recording performance and what impact this has in terms of what the teacher changes – what/how/when they teach. Ask them to work in pairs and try and think of a real example for each category – a what, a why and a when. Feedback and share their ideas/experiences. Go over some examples of what a teacher might change
15
Repeat with how they might change things.
3
16
Finally look at when this might happen.
2
10 11
12 13
Page 48 of 72
Timing
1 10
1 7
3
3.3_Secondary_2017
Slides 17
18
19
Page 49 of 72
Session objectives and activities Clarify that this sequence might be applied within one lesson or a longer time period with the teacher building in extra ‘non-textbook aligned’ lessons reviewing or adding to the syllabus depending on performance. Ask participants to think about this in practical terms. Tell them to read the slide and discuss in pairs. Elicit back their ideas. Give out Handout 4. Ask them to discuss in their pairs how they might apply some of these areas to planning. Feedback. Review session aims.
Handouts
Timing 1
D3.S3.4
10
1
3.3_Secondary_2017
Day 3 Session 4: Identifying and adapting learning materials Materials marker pens, pens, flip chart paper, projector/laptops Overview for Session 4 Slides Session objectives and activities 1-7 Understand how and when to adapt or supplement the textbook 8-11 Consider different types of adaptation 12-15 16-17
Understand where to source lesson materials Link Learning Objectives derived from Learning Standards and detail outlined in the Scheme of Work to adapted or supplementary materials
1 2
Introduce the session. Run through the session objectives briefly. Explain that there are two key reasons for adapting materials – the syllabus is not fully covered by a textbook or the pupils have additional or different needs. Ask participants to read the quote and identify the key idea in it. Clarify that even if materials are good they have to fit the needs of the pupil. Good materials may not do this – even if they are high quality, if they don’t fit the needs of the pupils they aren’t suitable. Explain that in order to adapt materials we need to follow a procedure. The first stage is to evaluate existing materials, – e.g. textbook against pupil need – and select the appropriate elements. This may be all of the textbook or some of it. Once this evaluation has happened, the teacher will have a better idea of what needs the pupils will have covered by the textbook and what they will still need. The teacher can then adapt existing materials and supplement them or design more materials and activities to cover that need. Ask participants how we might go about making an initial evaluation in a systematic way.
3 4
5
Page 50 of 72
Handouts D3.S4.1 D3.S4.2, D3.S4.3 D3.S4.4 D3.S4.5
Timing 30 20 9 31 90 minutes 1 2 2 2
5
3.3_Secondary_2017
Slides 6
7
8 9
10
11
Page 51 of 72
Session objectives and activities Elicit their ideas. Suggest that using checklists provides a systematic approach to this. Give the participants Handout 1 and ask them to read through the checklist. Ask them to work in pairs and identify the elements of good teaching practice they recognise in the list. Elicit back their ideas. Demonstrate how the checklist works – by awarding numbers to each section they can compare different materials and choose the ones with the highest scores. Alternatively they can look at one set, but if it has low scores they can consider adaptation or supplementation. Now ask them to look at the material Pulse p94 and think about a Form 2 class they have taught. Ask them to evaluate the materials with the specific class in mind and decide if the materials are workable or if they need adaptation. Put participants in groups of four and give them flip chart paper and pens. Ask them to brainstorm as many reasons for adapting materials as they can think of. Give them some time to work then elicit back their ideas. Go over the typical reasons for adaptation and clarify anything necessary. Tell participants that we need to consider what to adapt and how. Show them the elements that are typically adapted. Ask participants how we might do this. Give out Handout 2. Look at the words at the top and identify these as the typical ways to adapt materials. Ask them to match the headings with the examples of adaptation. Tell them to do this alone first of all. Once they have completed the match ask them to compare their answers in pairs. Check answers, clarifying that participants understand each adaptation strategy. Key: 1 delete, 2 simplify, 3 re-order, 4 add, 5 modify Tell them to read the second part of the handout. This time they should decide which suggestions for adapting materials would work best for them and their pupils. Ask them to work in pairs and discuss each one. Tell participants to read the advice for adapting Secondary materials in Handout 3. Ask them to look at the materials from page 94 again
Handouts
Timing
D3.S4.1
10
Pulse page 94
8
3 D3.S4.2
5
D3.S4.2
7
D3.S4.3
5
3.3_Secondary_2017
Slides
12 13 14
15 16
17
Page 52 of 72
Session objectives and activities Tell them to work in pairs and think of a way to add/modify/delete/simplify or reorder to improve the materials for their pupils. Allow participants to work in groups of 3. Compare their ideas. Clarify that sometimes there are no materials available to cover a particular Learning Standard so nothing to adapt. Suggest in this situation the teacher can use supplementary materials such as photocopiable resources or online materials. Go over the benefits. Explain that another option is to create tasks or activities yourself using authentic sources or texts. Briefly outline the benefits of doing this. Give Handout 4 and ask them to look at the list of online resources. Find out if they use any of them already. If there is time they can use their mobile devices to explore a couple of the websites and report back what they found. Highlight that if creating materials it is still important to ensure there is a link between the materials and the Learning Standards. Tell participants to look at some Schemes of Work without textbook lessons. Explain that they will try to create a lesson outline for the lesson. Ask them to think about how they can plan this. Elicit some ideas onto the whiteboard. Now ask them to read Handout 5 and check their predictions. Go through the procedures and check off the items they guessed correctly. Ask them to look at the Schemes of Work for lessons 18 and 19 and consider what the Learning Objectives are. Tell them to work in groups of 4 and write a lesson outline using the Schemes of Work. Ask them to consider where they would find suitable materials. If there is time, ask them to look for materials using their mobile devices or other available resources. Review session aims.
Handouts
Timing
2 2 D3.S4.4
3
2 D3.S4.5
30
1
3.3_Secondary_2017
Day 4 Session 1: Differentiate learning activities and manage the classroom to promote engagement and learning Materials: marker pens, pens, flip chart paper, lesson plans, Overview for Session 1 Slides Session objectives 1-12 Consider practical ways to manage the classroom effectively for engagement 13-21 Apply some practical differentiation techniques for engagement and learning
1 2
4
Run through the objectives for the session. Ask participants if they can remember some of the monitoring techniques we previously looked at. Write these up on the flip chart if they can remember them. Ask them why we identify this information. Clarify that it is in order to make adjustments to teaching cycles and we might use it to plan to differentiate what we do for less able and more able pupils. Ask participants to work in pairs. Ask them to work together and define differentiation. Ask them to look at Handout 1. Tell them to read the definitions of differentiation and see if any are similar to theirs. Allow them to read for 3-4 minutes. Then ask them to discuss the definitions with their partner and see if they had any similarities or if there is anything that they hadn’t considered. Clarify that we will now look at the various aspects of differentiation and how they can be applied. Show the explanation of differentiated learning.
5-6
Show how classes can be of mixed ability.
3
Page 53 of 72
Handouts D4.S1.1 D4.S1.2, D4.S1.3, D4.S1.4, D4.S1.5
Timing 48 52
90 minutes 1 3
D4.S1.1
8
1 2
3.3_Secondary_2017
Slides 7
8 9
10
11-12
13
Page 54 of 72
Session objectives Point out that teaching mixed-ability classes has both advantages and challenges. Divide the class into four groups. Ask two to think of the advantages and two to think of the challenges. If there is time they can brainstorm their ideas onto flip chart paper and share afterwards. If not ask them to make brief lists. Elicit their ideas. Run through the benefits of working with mixed-ability classes. Repeat with the challenges. Ask participants to think of some strategies they use/ might use to differentiate. Ask them to work in pairs and come up with something they can do: to support lower-proficiency pupils to stretch higher-proficiency pupils Elicit back their ideas. Ask participants to look at Handout 2 and try to define each of type of differentiation in the figure. Ask them to share their ideas in groups of 3-5. At the end, tell the participants that each type is explained in the SoW and they will have the opportunity to go through it during this session. . Explain that differentiation isn’t just about materials – it can be applied to many aspects of teaching. Ask participants to look at some of the classroom management factors on the slide. Tell them to work in pairs and answer the questions. Elicit their ideas. Give out Handout 3 and ask them to read the ways of using classroom management for differentiation and find one that they hadn’t thought of. Do a short feedback eliciting ideas they found interesting and would like to try. Explain that there are other ways to differentiate and we will now go on to look at the strategies listed in the SoW. Divide the groups so there are 7 participants in each group (if possible). Ask each participant to choose one differentiation strategy from SoW and read the details. Each group should have one participant covering one of the strategies (make sure all strategies are covered except for differentiation by outcome because it will be covered later). Ask participants to
Handouts
Timing 10
2 4
D4.S1.2
5
D4.S1.3
7
15
3.3_Secondary_2017
Slides
14
15
16
17
Page 55 of 72
Session objectives prepare to explain to their peers how to differentiate according to the strategy they picked. They will have three minutes to prepare and one minute to deliver. Peers can feedback to presenters if their explanation was clear enough or can benefit from becoming clears (and how if there is time). Clarify that if you don’t change the material you might decide to change the task. Ask participants to look at the example grammar questions on the slide and identify which is easier and why. Elicit their ideas. The first is more challenging because pupils have to do more and formulate the tense themselves whereas in the second example it is a recognition task only. Ask participants to try themselves. Show them the examples on the slide and ask them to work in pairs and find ways to make them more difficult or easier. Complete feedback eliciting their ideas. Explain that question types can support differentiation. Tell participants to work in pairs and answer the questions on the slides. Complete feedback. Closed questions have a correct answer; open questions involve giving opinions or ideas beyond this and so higher proficiency pupils can produce more language while lower proficiency pupils can just fulfil the basics. Open ended activities are useful because they allow pupils to produce different amounts of language e.g. brainstorming is open ended – some pupils won’t produce many ideas but stronger ones can do more. Clarify that as well as varying materials or task, we can also differentiate by outcome: giving more complex outcomes to more proficient pupils and less demanding ones to less proficient pupils. Ask participants to work in pairs and make one of each pair A and the other B. Tell A to read the first and third paragraph on the handout and B to read the second and fourth then be ready to explain the idea they read about to their partner. Give them Handout 5. Give them time to read then to explain their ideas to each other. Complete whole class feedback.
Handouts
Timing
5
5
5
D4.S1.4
10
3.3_Secondary_2017
Slides 18
19 20
21
Page 56 of 72
Session objectives Remind teachers that they should also ensure that feedback is differentiated and tailored to pupils. Tell them it is important to praise good performance based on the normal levels of the individuals, e.g. if a pupil doesn’t normally speak but says one word this should be praised. Remind participants of the strategies for differentiating and tell them where they can find more information in the SoW. Explain that it is important to remember that pupils who may be less proficient now can improve and catch up with more proficient pupils. It is important for teachers not to expect less proficient pupils to progress slowly and to promote a positive learning environment that encourages them to want to put in extra time and effort. Review session aims.
Handouts
Timing 4
1 1
1
3.3_Secondary_2017
Day 4 Session 2: Planning a sequence of pupil-centred lessons not aligned to textbook materials Materials
Resources: marker pens, pens, flip chart paper, Schemes of Work, projector/laptops,
Overview for Session 2 Slides Session objectives Consider how to approach planning non-textbook based lessons 1-13 14-17
1 2
3 4 5 6
Page 57 of 72
Understand the principles behind planning a sequence of lessons Practice planning a sequence of lessons Align this to the CEFR, Learning Objectives and progress
Run through the objectives for the session. Ask participants to think about their favourite teaching materials and put them into groups of 5 to discuss which materials they like to use and why. Ask for their ideas then in open group ask what is difficult about lessons where there are no materials supplied. Ask them to work in their groups again and answer the questions on the slide: Why do teachers prepare materials themselves? Are there advantages and disadvantages? Feedback. Briefly examine reasons for using prepared materials, highlighting areas they have raised and any ideas that were not covered in their discussions. …go through the advantages clarifying as necessary. Repeat with the disadvantages. Explain that they will now go on to look at how to plan a number of lessons, making use of information from progress tracking and the flexibility of developing own materials. Explain what is meant by a sequence of lessons – definition on slide
Handouts D4.S2.1
Timing 45 45 90 minutes 1 10
5
5 2
3.3_Secondary_2017
7
8
9
10
Page 58 of 72
Check participants remember how lessons are sequenced in the SoW for textbook and nontextbook cycles. Ask participants to look at the True/False statements on Handout 1. First they should think about their own responses, then discuss them with their group. Give 10 minutes for this task, allowing the first 5 for individual responses. Feedback on the discussion and go through answers using the slides (8-13). These are the principles for planning a sequence of lessons statements. Discuss with the group. Questions 1&2: - Lessons are not free-standing, they are interconnected in many ways. One way is through theme and topic, another is through language (grammar or structure) and vocabulary, which will largely be determined by topic. Questions 3 and 4 We need to recycle language and vocabulary as well as build on it. We can build on it according to the needs and proficiency level of our class and individual pupils, introducing new vocabulary and language form as pupils are ready for it. We can gauge this as we monitor progress. Clearly as we build language and vocabulary we move from simpler language to more complex language, easier to learn and remember vocabulary to more challenging, as is suitable for our pupils. Questions 5-7 Activities can be repeated if they are successful, but they don’t have to be if they are not. When pupils repeat activities, they can feel more secure as they know what to do. This lets them focus more on the language they use. Usually we may repeat an activity for a different language or vocabulary focus. However if you repeat unsuccessful activities or do some too often, pupils may get bored of them and this can cause them to lose concentration. We should aim to balance different interaction patterns so pupils have plenty of opportunity to work in different ways and with different classmates. We should aim to change groups and pairs across a sequence of lessons so that pupils can gain experience and learn from different people. We should balance the skills across a sequence of lessons so that pupils get to see and use new language in different ways and can develop it for different skill areas. The SoW supports this through the cycles and through the defining of Learning Standards for each lesson. While we aim to balance skills as much as possible, the needs of the pupils should be taken into consideration, and there is no need to try to achieve a completely even balance.
D4.S2.1
10
2
2
2
3.3_Secondary_2017
11
14 15-16
Question 8 A lesson should be linked directly to the previous one in a sequence, but this doesn’t need to be by repeating the final activity. This might be possible, but the key is to remind pupils of the main learning of the previous lesson so that it can then be reviewed and enriched in this lesson. So the initial stages of a lesson will review learning from the previous one. You could also ask pupils what they remember about the previous lesson at the beginning. This will help them develop memory skills and to think more about their learning. It could be done in L1, perhaps, and gradually develop pupils’ language for talking about their learning over time. Questions 9 and 10 (more on questions 10 on the next slide) There is flexibility in the Learning Outline. Teachers should plan learning for their pupils based on their needs. As we said before, teachers need to plan to the Learning Standards provided in the Scheme of Work. This supports balance of skills and activities across not only a sequence of lessons but also across the medium and long term, so that all are covered appropriately by the end of the year. Continue question 10: Our plans should not be fixed in stone. As we monitor pupils’ working on activities, assess their progress and reaction to different activities, we might want and need to change our plans slightly. Teachers, when reflecting on their lesson, may decide that an activity has been successful or unsuccessful. They may decide therefore to try it again in a different way to improve it and to improve pupils’ learning. This can be done within a sequence of lessons or across a longer time period. Tell participants that they will now have the chance to plan a sequence of lessons in detail. Run through details of task and points to remember.
17
Participants work in groups on their lesson planning for the remainder of this session. They present the Lesson Outlines for 4 lessons on a poster/flipchart paper. Monitor and help, provide guidance and refer participants to the points to remember list. Encourage participants to help each other and provide guidance. Review session aims and explain that the following session will continue with the same focus.
12
13
Page 59 of 72
2
2
2
3 41
1
3.3_Secondary_2017
Day 4 Session 3: Planning a sequence of pupil-centred lessons not aligned to textbook materials (2) Materials
Resources: marker pens, pens, flip chart paper, Schemes of Work, projector/laptops,
Overview for Session 3 Slides Session objectives Understand the principles behind planning a sequence of lessons 1-4
Handouts
Timing 90
Understand how to develop language across the four skills in a sequence of lessons Practice planning a sequence of lessons 1 2
3
Page 60 of 72
Remind participants of session objectives Participants prepare to present their sequence of lessons to the whole group. Tell them to focus on the links between the lessons and progression, rather than details of lesson activities. Participants present their sequence of lessons to the group. Other participants follow up with any questions. Use this as an opportunity to check understanding of the course content, including writing Learning Objectives; following the SoW; pre-lesson, lesson development, post-lesson; typical structure of reading/listening lessons; identifying materials. Put planning posters on walls. Ask participants to work in groups again. Explain that they will now move on to evaluate the lessons created. Tell them they need to create a checklist of questions to help them plan. Elicit an example of this e.g. Is the material/text/activity appealing to the pupils in the group in terms of interest etc.? Remind them to consider aspects of planning, skills and strategies and good classroom practice. Ask them to create a checklist they can use to ensure the lesson produced is appropriate. Allow them to work in groups and plan some questions.
90 minutes 1 9 30
10
3.3_Secondary_2017
Feedback and share ideas. Give out Handout 1. Ask them to read through the checklist and see how far it is similar or different to the questions they prepared for their own checklist. If they have some good ideas they feel are not covered they can add these to the handout.
4
Page 61 of 72
Ask participants to read each other’s’ lesson planning posters and evaluate the lesson plans. They should use the checklist and write brief notes. Participants circulate and give each other feedback on their plans. Review session aims.
D4.S3.1
5
20 14 1
3.3_Secondary_2017
Day 4 Session 4: Evaluating lesson plans for short, mid and long term progress Materials: marker pens, pens, flip chart paper, Schemes of Work, all training resources, projector/laptops, existing lesson plans Overview for Session 4 Slides Session objectives and activities 1-5 Consider how to evaluate lesson plans for effective progress Consider progress across shorter and longer time periods 6-11 Practise evaluating plans 1 2
3
Page 62 of 72
Run through the objectives for the session. Explain that in this session they will have a chance to consider many of the factors they have been looking at and summarise or apply them. Begin by asking participants to brainstorm the elements of good practice they can remember from the focus on teaching approaches. Ask them to create a list in groups of three. Once they have a list, ask them to add notes about the skills and strategies that the various activities can help develop. Get them to compare their lists. Ask participants to think about the various templates and supporting documents they have used. Ask them to work in groups of 4-5 and create a progress map showing how these all fit together. Encourage them to try and do this from memory and understanding rather than copying the materials. Participants will be trying to create something similar to the process diagrams shown to them on Day 1 showing the links between CEFR- Schemes of Work-Learning standards-lesson outlines. When they finish ask them to put their diagrams on the walls and share with other participants.
Handouts None None
Timing 40 50 90 minutes 1 7
15
3.3_Secondary_2017
Slides 4
5
6
7
8
9
10
Page 63 of 72
Session objectives and activities Now ask participants to think about tracking and recording progress across short-, mid- and longterm periods – tell them to consider both techniques and documents. Ask them to create a ‘best practice’ summary, including all the elements. Ask them to write their summary onto flipchart paper. When finished they should put these up on the walls and share with other participants. Finally ask them to consider evaluation. Tell them to work with a partner, look at their handouts and notes and find anything e.g. checklists that can help them evaluate lesson plans effectively. Now ask them to find a lesson plan they have created during the course (or from before the course if they have one). Tell them to work in pairs and evaluate each other’s plans. Ask them to now give feedback to their partner. Clarify that they should include: At least one thing you like One thing that could be improved Tell participants we will now consider cascading the course content to other teachers. Ask them to work in pairs and think about: elements they think teachers will find interesting elements they think teachers will find challenging. Share ideas. Now ask participants to work alone. Ask them to note down a question they are nervous about having to answer or an issue they are worried about explaining. Tell them to discuss their question or issue with a partner and see if they have similar or different worries. After they have spoken for a few minutes ask each participant to write down their issue on a post-it note. Ask participants to mingle with the others. Tell them to try and speak to at least 4 other people. Explain that they should show their post-it note to the other person. They should give each other advice or ideas on how they can deal with the question or issue that worries their colleague.
Handouts
Timing 12
5
10
5
3
10
20
3.3_Secondary_2017
Slides
11
Session objectives and activities At the end complete a whole group feedback picking up on any common concerns and asking which advice was useful.
Remind participants that on Day 1 you asked them to think of something they hoped to gain by the end of the course. Tell them some of the notes that you made at that time about their hopes or elicit these directly if they can remember what they said. Ask them to reflect now and consider if they now feel they have gained in the areas they hoped. Review the session aims. Summarise the day.
Handouts
Timing
2 90 min
Page 64 of 72
3.3_Secondary_2017
Day 5 Session 1: Review of training course sessions Materials
marker pens, pens, flip chart paper, projector/laptops, blue tack (to hang flip chart paper on the walls)
Overview for Session 1 Slides Session objectives and activities 1-3 Review key points from all training sessions Communicate key messages 1 2
3
Page 65 of 72
Go through the session objectives Ask participants if they can remember the focus of each session during the course. Feedback. Put participants in groups of 4 or 5. Tell them they are going to produce a poster summarising the main points from the course. Give each group some flipchart paper. Groups decide how they will design their poster. Encourage them to look through all the materials to identify the main points. Give groups time to produce the posters. Monitor and pick up on any questions or clarifications needed. Once the posters are ready, put them on the walls around the room (if possible). Ask one participant from each group to stay with their poster, so that they can explain it. Other participants circulate around the room, read each other’s’ posters and listen to the explanation. If there is time, the person who had been explaining the poster should change places with another participant from their group, so that they can also see all the posters. Finish the session with some general feedback, picking up on key themes represented and highlighting any key points that have not been included. Remind participants of the session objectives.
Handouts
Timing 90 90 minutes 1 2 5 55
20
6 1 90 minutes
3.3_Secondary_2017
Day 5 Session 2: Planning micro-teaching sessions Materials
marker pens, pens/pencils, flip chart paper, lesson plans, teaching resources (according to teaching activities), projector/laptops, blue tack (to hang flip chart paper on the walls)
Overview for Session 2 Slides Session objectives and activities Slides 1-4 Organise planning and responsibilities during the micro-sessions Prepare teaching activities for the micro-sessions Slides 5 Rehearse before delivery Slides 6 Slide 1
Slide 2, 3
Page 66 of 72
Show the aims of the session. Explain that this session is for planning to deliver a short session in a classroom environment and that the rest of the participants will act as teachers/pupils during the demonstration. This will help maximise the benefit for the presenters and emphasises good practice for the observers to help them think about how teaching practice can be improved or what pupils have learned from the session or still need. Make sure to create the link between this practice and the cascade. Explain that, for Master Trainers, delivering a micro-session will be a demonstration that they can model good teaching practice to the teachers later during the cascade. It will also be a good experience which will assist them in evaluating the teachers’ micro-teaching sessions. Managing the session: Split participants into groups of 8 (or 9 for the third group). Ask the participants to move to different areas of the room where they are going to deliver their sessions. Participants may have to move the furniture around the room. If space is an issue, ask the participants to be considerate and speak softly during their presentations and feedback. (2 minutes) Ask the participants to give their group a name, make a note of the groups’ names.
Handouts 1 2 1,2
Timing 20 40 30 90 minutes 5 minutes
10 minutes
3.3_Secondary_2017
Slides
Slide 4
Slide 5
Page 67 of 72
Session objectives and activities Groups may have to change their positions in the room if they have to alternate using the projector. Ensure they swap quickly. Each micro-session is for 12 minutes long, then followed by 2 minutes feedback. Explain that when one Master Trainer is delivering their micro-session the others will either act as teachers (3 teachers) or pupils (3 or 4 if the group has 9 participants) and one time keeper who could also record the sessions if this was pre-agreed. Explain that recording the session (using a mobile phone) can be useful for the presenter to help them see themselves in action and self-evaluate. The recordings will not be collected at the end of the workshops as they are for the benefit of the presenters and they are optional. Every participant should have a go at delivering a micro-session. For the bigger group (9 participants), consider co-delivering. It may be useful to group two confident participants or one confident and one quiet for co-delivering. Place on the groups’ tables time cards (A4 sheet of paper with ‘2 minutes’ and another with ‘1 minute’) that show the time remaining to alert the presenters that they are nearing the end of their session. Time keepers must stick to the timings and stop the presenter or the feedback time if they go over their allocated times. Remind the participants that by the end of allocated time for delivering the micro-sessions, all groups will have finished as planned.
Check that all participant understood and respond to questions if any. Introduce the micro-teaching evaluation form which the participants will use to give feedback. Discuss the criteria and explain the difference between giving feedback as a teacher or as a pupil. Allow everyone to go through the feedback form and answer their questions, if any. Encourage the participants to use the space to write if they have further feedback. Ask the participants to complete the forms, one form for each presenter. Explain that they need to decide their role (teacher/pupil) and complete only one section per participant. Tell the participants to give the evaluation forms to the presenters after all micro-sessions are delivered. Ask the participants to go through their lesson plans which were developed during the workshops and select an activity they would like to deliver. Remind everyone that selected activities should be timed to be 12 minutes long, then followed by 2 minutes feedback.
Handouts
Timing
D5.S2.1
5 minutes
2
40
3.3_Secondary_2017
Slides
Session objectives and activities Planning can be done individually or in pairs. Participants may require to access the internet or show info on the screen. Arrange for them to share a laptop if available, otherwise it is best to choose activities which do not require a laptop/screen. Go round the groups and check if anyone has any questions or requires materials/support. (35 min)
Handouts
Timing
If any participants finish preparing before the end of 35 minutes, they can start to practise (see next section). All activities should have: A clear lesson objective related to a Learning Standard Suitable pupil-centred activity At least one monitoring strategy Resource(s) (textbook, other) Make sure the participants complete the checklist at the end of planning (before lesson section). Ask the participants to agree who will go first and then who is next, etc. It may be useful to write the names in order so everyone can see how it is organised. Slide 6
Ask the participants to start practising their plans individually or with other trainers. Encourage everyone to have a go at practising before their delivery. Participants who finish can sit during others’ practice and try to fill out the feedback form (they can use a pencil or a separate piece of paper but no formal feedback to be given to anyone). If there is time and depending on the groups’ dynamics, participants can help each other and give verbal feedback or demonstrate to each other what they would do differently. Make sure at the end that before the end of the session that participants tidy up their areas again will leave their plans and materials where they sit.
1,2
30 minutes
90 minutes
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Day 5 Session 3: Micro-training and feedback Materials
marker pens, pens, flip chart paper, lesson plans, teaching resources (according to teaching activities), projector/laptops, blue tack (to hang flip chart paper on the walls)
Overview for Session 3 Slides Deliver the activity Slides 3
Session objectives and activities
Slides 6
Give and receive feedback
Slide 1 and 2
Before the session begins, have the aims of the session displayed on the screen if screen won’t be used. Once the participants settled down after lunch, start the micro-sessions promptly. Managing delivery: Show slide 3 again. Spend a few minutes with every group and collect some feedback for session 4. Make sure your feedback is varied and reflects positive practices as well as areas for improvement. This include delivery and any feedback for the audience and time keeping. Remind the participants to alternate their roles, including the time keepers as they too should practise giving feedback. Ensure the time keepers are keeping the micro-sessions and feedback according agreed timings. You could include the persons of reference in monitoring the groups. If so, ensure they do not disrupt the progress and report to you if they spot any issues. You have 5 minutes contingency added to this session. Make sure you use it to mop up any remaining activities.
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Handouts 1
1
Timing 112-117 minutes 3-8 minutes 120 minutes 112 + 5 minutes contingency = 117 minutes
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Slides Slide 3
Session objectives and activities Ask participants to give the evaluation forms to the named participants. Give the participants a minute to go over their forms. Participants will discuss in their groups their evaluation forms and give each other further details in the next session. Ask everyone to complete their checklist (after the lesson) and think of what went well. They can use the space at the end to write further thoughts. You will go on to session 4 without a break.
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Handouts 1,2
Timing 3–8 minutes (depending on how much contingency time is used in previous activity) 120 minutes
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Day 5 Session 4: Plenary discussion and post-course survey Materials
marker pens, pens, flip chart paper, projector, blue tack (to hang flip chart paper on the walls), post course surveys
Overview for Session 4 Slides Session objectives and activities Slides 1-5 Reflect on the role of the trainer in a micro-teaching session Slides 3 Discuss their plans for delivering the sessions Slides 6 Complete post-workshops survey Slide 1
Slide 1 Slide 2
Ask the participants to give their immediate reflections on the micro-teaching session in one word if possible. Write their words on flipchart paper. Take a picture of the list before the end of the training and include the participant’s thoughts in your trainer report. Get the participants to explain their feedback to each other within their groups. Make sure everyone gives constructive feedback that aims to support the others. Tell participants the question: their role as the trainers during the micro-teaching activity.
Handouts
Timing 10 minutes 10 minutes 10 minutes 30 minutes 4
8 6
Ask the participants to list their ideas on flip chart paper and hand it on the wall to show other groups. You can ask the groups to quickly share with the others their ideas and elicit further ideas if you need to draw their attention to a key area.
Slide 3
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This activity will change in the cascade note to become: Ask the participants to reflect on the training and think of how they will deliver the new curriculum. Get the participants to share their ideas and write any good ideas for their records. Remind the participants that they should complete a trainer report at the end every workshop they will deliver. The trainers’ reports are important for reporting on the progress of the national roll out and will help feed into future Master Trainers training.
2 minutes
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Slides
Slide 4
Session objectives and activities Also remind the participants that they should ask the teachers to complete their pre and post training surveys. Information collected from the teachers’ surveys is also very important for reporting on the progress of the cascade training and target future training to focus on areas which the teachers require more support in. The cascade training will be observed by MoE observers who will also complete reports to help support future training needs for the Master Trainers and teachers. All participants should complete the post-workshop training survey. Try to get the participants to access the survey on available laptops and their phones. Ensure that the majority complete the survey before they leave.
Handouts
Timing
10 minutes
Thank the participants and wish them good luck in the cascade! 30 minutes
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