iatefl2014-framesfortchgtchrshandout

Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
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Word Jumble
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Instructions:
1. Participants work in groups of 3.
2. Read the following words and try to put them into one single sentence. It
answers the question: What are frames?
learning promote tasks teacher 3. Groups read their sentences out loud.
4. Debriefing.
Possible Variations
Suitable Topics
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Ring them bells
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Instructions:
1. Participants work in groups of 4 to 6. Each group receives a bell.
2. Prior to class prepare a list of 26 questions and answers related to the topic of
the session, one question per letter of the alphabet.
3. Write up the 26 letters of the alphabet on the board. Teams take turns selecting
letters. Once a team has selected a letter, read the question for it.
4. Teams “ring” the bell to answer the question. If the answer is wrong, move on to
another group.
5. The game finishes when all 26 questions have been answered.
Possible Variations
Suitable Topics
1
Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
3
Hold-Ups
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Instructions:
1. Participants work in groups. Each group receives four cars like the ones below.
TRUE
FALSE
TRUE
UNABLE TO
DETERMINE
(with modifications)
(based on information
shared)
2. Either prepare a set of statements about the content of the session or have
students in groups prepare them.
3. Read statements one at a time. Have groups show one of the cards.
4. When disagreements surface, open up the discussion to the whole class.
Possible Variations
Suitable Topics
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4
Taboo!
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1. Prior to the session prepare a list of key terms related to the topic in question.
2. Participants work in groups of three, with one participant in each trio facing the
board and the other two facing the back of the class.
3. Explain that the object of the game is to define the word without using any of its
forms.
4. Participants take turn defining words for their partners.
Possible Variations
Suitable Topics
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Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
5 The alien in the room
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Instructions:
1. Prior to the session prepare a double entry board with illustrations such as the one
below
2. Before showing it to students have then choose thee number-letter combinations (e.g.
1-C; 2B and 1D). Show the chart and have students copy the three drawings.
3. Have students write three analogies for the topic of the session inspired by the each
of the drawings.
4. Have students work in pairs and discuss their analogies.
5. Have a sharing round with the whole class.
Possible Variations
Suitable Topics
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Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
6
Topic improv
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Instructions:
1. Prior to the session, prepare a list of controversial statements or questions about
the topic.
2. Participants work in pairs. Each participant receives the rules of improv theatre:
RULES OF IMPROVISATION
1. Always agree (and add something)
! “Exactly! That reminds me of…”
! “I agree, because…”
! “True! And also…”
2. Bide time by summing it up
! “I hear you saying that…”
! “So, if I understand correctly…”
! “I like how you said…”
3. Ask a question to keep it flowing
!
!
“Can you tell me more about…?”
“I see your point, but how about…?”
!
“Have you thought about…?”
3. Have one of the participants share their opinions about the topic with the second
participant in the pair responding using the guidelines.
4. Debriefing: With the class as a whole, summarize the different learnings and
discuss potential question that have remained unanswered.
Possible Variations
Suitable Topics
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Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
7
Debate circles
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Instructions:
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1. Prior to the session prepare a list of prompts that require participants to use their
judgment and their knowledge of the topic to take a position. Write this prompt on
the board.
2. Give each participant a copy of the following template so they can all write at the
same time:
• Give your opinion and explain your ra6onale • Add a suppor6ng argument • Add an opposing argument • Add your "two cents." 3. Pairs discuss the prompt and come to an agreement on a common position.
4. Debriefing: pairs share their common position with the rest of the class and
explain how they got to it.
Possible Variations
Suitable Topics
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Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
8
Potato….potatoh
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Instructions:
1. Prior to the session prepare a lecture that has a clear sequence and can
effectively be delivered in about 15 minutes. Plan for pauses for participant
processing at least five times during the lecture and indicate these pauses clearly in
your notes.
2. Give each participant a copy of the following graphic organizer
Notes
Sum it up!
Your partner’s
summary
3. In class deliver the lecture and have participants take notes in the first column. At
the appropriate pauses, stop the lecture and have participants individually
summarize the points you have made in not more than two sentences.
4. Continue in this way until you have finished the lecture. Then, pair students up
and ask them to reach their summary sentences to each other.
5. Debriefing: hold a whole class discussion about the different interpretations of
the original lecture.
Possible Variations
Suitable Topics
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Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
9
Fish in a bowl
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Instructions:
1. Prior to the session assign a topic to four participants to research in depth (that
is, to read more about the topic than the assigned reading). Assign the same
readings to the rest of the class.
2. In class organize the room by having five chairs in a circle in the center of the
room and all other chairs in a horseshoe surrounding the circle.
3. Invite the four “expert” participants to sit in the circle to discuss the topic. Use a
prompt to start the discussion (e.g. a short video on the topic; a set of quotations
for the core readings; a sample of students’ work; etc.).
4. Tell the rest of the class that, if they have a question or a comment to make, they
should take the empty chair in the circle.
5. After the discussion have the class summarize it.
Possible Variations
Suitable Topics
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10
I like…
Instructions:
1. Prior to the session prepare a series of multiple-choice questions that reveal
individual preferences (e.g. I like… a. classical; b. jazz; c. chillout; d. rock. …music)
that can readily be connected to different teaching activities (e.g.: Music=Drills)
2. Participants mark their choices individually.
3. Go question by question. Participants divide into groups with similar preferences
and explain the reasons for liking something in particular.
4. Give the association you have made and have participants discuss whether or not
they like it and why.
5. With the whole class discuss the effectiveness of the particular technique.
Possible Variations
Suitable Topics
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Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
11
No two are alike
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Instructions:
1. Participants work in groups of 4 to 6.
2. Each group receives a copy of the following graphic organizer.
New concept
Familiar concept
Similarities
Differences
Relationship categories
3. Present a new concept via a short lecture, demonstration, video, or have a
students do so.
4. Students work individually completing the graphic organizer.
5. Students share their graphic organizers in groups. Provide a series of guiding
questions so that they can have a focused discussion.
6. Finally, give each group a new blank organizer and have them complete it by
synthesizing the information discussed so far.
Possible Variations
Suitable Topics
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Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
12 Promises…promises
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Instructions:
1. Participants work in groups of 4 to 6.
2. Prepare and distribute a copy of the following graphic organizer to each group.
Proposition
Support:
1. Facts
2. Statistics/Research
3.Examples from the classroom
4. Quotations from the literature
5. Logic and reasoning (what happened after implementation?)
3. Introduce the need to make a change in the students’ teaching (this activity works
best after a lesson observation during the practicum) and invite the observed student
to propose a change.
4. The class works in groups completing rows 1-4 in the graphic organizer. All groups
present their ideas.
5. Reach a consensus with the class on the best course of action. Have them apply the
proposed change and assess the outcomes by completing row 5 in the graphic
organizer.
Possible Variations
Suitable Topics
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Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
14
Out of focus
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Instructions:
1. Prior to the session, take and print photos of classrooms that present a problem
(e.g. organization of furniture; messy boardwork; students not engaged, etc.)
2. In class divide students in groups and give each group a photo.
3. Groups discuss how to solve the problem by:
! contributing one solution from their own classroom experience.
! providing the opinion of an expert.
! quoting from the literature.
4. Groups share their solutions one at a time and alternative chances are discussed.
Possible Variations
Suitable Topics
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Anonymous
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Instructions:
1. At the beginning of the course, or training session, give each participant a slip of
paper with the name of a colleague in the class. They are not to disclose the name
of this participant at all. Tell participants to just observe their colleague (during
teaching practice, during interactions in class, etc.) and to write down positive
observations and assumptions about that person.
2. At the end of the course, or session, have participants write an anonymous letter
to their peer.
3. Devote some time in class to discussing how each person reacted to the
comments.
Possible Variations
Suitable Topics
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Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
16
Connections
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Instructions:
1. At the start of the course or of a new topic, use one of the following connections
to help participants see how much they have in common:
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Tell your partner what you want to learn today.
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Ask your partner to tell you three things s/he already knows about the topic.
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Imagine your partner is an expert on the topic. Ask your partner a question.
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Tell your partner how you applied something learned in class. Find similarities with the
way s/he did it.
With your partner, think of four key words you expect to discuss in class today
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(related to the topic of the day, of course). Then use these words to write a sentence
summarizing what you expect to learn.
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On an index card, write a core concept you expect to discuss and you are familiar
with. Explain the concept to your partner and then exchange cards. Find another
partner and do the same.
Possible Variations
Suitable Topics
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Say what???
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Instructions:
1. Prior to the session select 4 to 6 key words that can be used to summarize the
topic.
2. Give participants a copy of the following graphic organizer and the list of words.
They complete the graphic organizer for two key words they know”
Clue:
Explain:
Use:
3. Participants share their keywords in groups.
Possible Variations
Suitable Topics
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Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
18
Eyewitness
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Instructions:
1. After a teaching practice observation session, have participants work in groups
and complete column 1 in the following graphic organizer:
I was there and saw…
The teacher’s words
My version (What I would
have done…)
2. Participants then work in pairs and explain to their partner what they saw. Their
partner explains his or her perspective on what was observed.
3. Student work individually again, this time completing column 3 in the graphic
organizer.
4. Participants exchange graphic organizers and discuss the third column.
5. Hold an open class session where the different observations are discussed.
NB: This activity works best if formal feedback on the observed lesson is not given
to students prior to it.
Possible Variations
Suitable Topics
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Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
19
Definition maps
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Instructions:
1. When dealing with a new concept or topic, give participants a copy of the
following graphic organizer for them to complete as they prepare for class. Tell
them not to look for a definition of the term, but to use the graphic organizer to
understand the meaning of the concept.
What is it?
CONCEPT
What are some
examples?
My explanation of ________________
2. In class, have students compare definition maps.
Possible Variations
Suitable Topics
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What is it like?
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Frames for Teaching Teachers
Gabriel Diaz Maggioli
THE NEW SCHOOL, New York
[email protected]
20
Snowball!
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Instructions:
1. At the end of the session ask participants to answer three of the following
questions on a piece of paper:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Why do you think we are learning this?
Was this new learning?
How was this connected to what you have learned before?
What did you know about this before?
What do you know now that you didn’t know before? Why?
What do you think you did well? What was the hardest?
What has helped you to learn?
What stopped you learning?
How has the teacher helped you to learn?
2. When they have finished ask them to wad their sheets of paper into balls and
throw them to the front of the class.
3. Ask students to help you organize the answers. Discuss with the whole class
Possible Variations
Suitable Topics
REFERENCES
Anderson, L. W. & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of
Bloom’s Taxonomy. New York, NY. Longman
Borg, S. (2006). Teacher cognition and language education: Research and Practice. London: Continuum.
Buhel, D. (2009). Classroom strategies for interactive learning. (3rd Edition). Newark, DE: International Reading
Association.
Diaz Maggioli, G. (2011). Frames for Teaching Teachers. IATEFL TTEd SIG Newsletter, Fall, 23—27.
Diaz Maggioli, G. (2012). Teaching Language Teachers: Scaffolding Professional Learning. Lanham, MD: Rowman
and Littlefield Education.
Johnson, K.E. (2009). Second language teacher education: A Sociocultural perspective. New York: Routledge.
Lave, J. and Wenger, E. (1991). Communities of Practice: Legitimate peripheral participation. Cambridge:
Cambridge University Press.
Lortie, D. (1975). Schoolteacher. Chicago, IL: University of Chicago Press.
Malderez, A. and Wedell, M. (2007). Teaching Teachers: Processes and Practices. London: Continuum.
Mason, J. (2002). Researching your own practice: The discipline of noticing. Oxon: Routledge.
Zeichner, D. and Liston, P. (1996). Reflective Teaching: An Introduction. Mahwah, NJ: Lawrence Erlbaum and
Associates.
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