My Repetitive Small Group Method

My Repetitive Small Group Method

If I am going to use the same activity involving small groups regularly throughout a semester, I like to begin by giving as little guidance as possible.

Why?

- Critical Thinking & Problem Solving Skills

If you think about some of the toys we give small children – or things like riding a bicycle – we experience from a very young age the concept of: learn as you go.

Also, in adult life out in the “real world”, we often have to find our own way when we face a crisis situation or have to make plans for the future. We might have some help, but we often have to figure it out for ourselves.

- Team Work Skills

Most of the Team Building Exercises I have seen in the past involve having small groups try to accomplish one or more tasks on their own.

- Sense of Accomplishment

Because the same activity will be repeated frequently during the semester, groups and individuals will naturally get better and better in the work they produce.

This should give them a greater sense of accomplishment when they think back to how rough their product was at the very start of the semester.

Problem Areas with This Method

- Classroom Management

If students become too frustrated with the activity, their behavior might become too disruptive for any adequate progress to be made early on.

Also, younger students might need more guidance at the start, because they are more active and have a harder time controlling themselves than more mature st

-Class Starter

-Teacher-&-Student Centered: Full Class Discussion

-Student-Centered: Small Group Reading Review with Specific Assignments/Jobs

-Teacher-Centered:  Wall Poster Explanation

-Mostly Teacher-Centered:  Educational Website Review

Goal

Trainees will apply current ideas on lesson planning to their TEE preparation and lesson planning back in their schools at the end of the program.

Objectives

l Understand common lesson planning strategies in Korean schools.

l Understand common lesson planning strategies in Western Education.

l Be introduced to the strategy of Backward Design that is the “hot trend” in lesson planning today.

Materials & Equipment

PowerPoints, tennis ball, ping-pong balls, links to lesson planning focused websites

Procedures

Class Starter

Describe your experience working with co-teachers in a class you have taught in the past.

Teacher & Student-Centered — Full Class Discussion

- Discuss Lesson and Unit Planning in Korea with the full class.

- Discuss the same from the trainer’s experience in teaching public school abroad.

-Pay special attention to things required by departments, principles, and school boards in Georgia.

Student-Centered Reading Review

-Handout with specific reading review questions trainees will reflect on and write an answer:

1. What items from the chapter were “old news” to you – things you have heard about and been doing for years?

2. What items were something new and will be useful for you when you return to your schools?

Trainees will discuss the questions among the other trainees at their table, and then they will write down individual answers (based on his/her own personal experience) to hand in to the trainer.

Wall-Posters

- Point out the wall posters and describe why I chose them to highlight.

- Mention how I like to teach “note taking skills” by showing students my highlights and special markings.

Websites

-Introduce the Georgia Department of Education pages for Standards for English Language Arts

https://www.georgiastandards.org/Standards/pages/BrowseStandards/ELAStandards.aspx

- Look briefly at the standards for one or two class levels that fit S or E’s teaching level.

-Go over the detailed lesson planning PowerPoint from the Georgia site after showing the link:

https://www.georgiastandards.org/standards/GPS%20Support%20Docs/Unit_Power_Point.ppt

Individual Differences

- Watch for signs of listening comprehension problems – slow down and repeat if you see confusion.

- Group work will involve higher level trainees aiding those with some confusion.

Assessment

- Review of the writing notes.

- Observation of the amount of class participation during speaking opportunities and evaluation of the depth in answers given.

After-Class Assignments

- Read Chapter 9 – Curriculum Design

Directions

– Discuss the questions with as much detail and reference to specific sections of the book as possible!

– Have one student in the group act as “note-keeper” writing down the most important points the group mentions.

– Elect a team leader who will make sure the group stays on task and uses English as much as possible.

-The note-keeper will hand in the notes at the end of the discussion.

Discussion Questions

1. What items from the chapter were “old news” to you – things you have heard about and been doing for years?

2. What items were something new and will be useful for you when you return to your schools?

Chapter 10 Possible Full Class Discussion Questions

What is the first thing you do when preparing for a future class?

What percentage of Korean teachers do not do lesson plans?

What are the requirements in lesson planning in your department or other departments you know about?

Do departments prepare unit plans? If so, how is it done?

If your department has specific unit and lesson plans already prepared, how closely does a teacher have to follow the plans?

How do typical teachers use a textbook in public schools?

What pressures are there on teachers when it comes to what they can and can’t do in a class?

Did this book help you generate new ideas about lesson planning when you go back to your schools?

What percentage of usefulness would you give this chapter in the book?

(S # 1. H.B, Charlie, Kitty)

The highschool students 2nd grade.

1. goal : students will comprehend  ”Subjunctive Mood” and social conversation 

2. objectives : students will comprehend a expression of what they imagine.

3. material : computer

4. procedure : after discussing

5. assessment

(by Becky and Justine in class E2)

7. My Father Is a Pilot

  ◎ Introduction

· Greetings

· Daily Routines

· Review

◎ Development

· Statement of the problem

· Presentation

· Practice 1(total class work) - Look and Speak

· Practice 2(group work) - Flying Swatter game

· Practice 3(total class work) - Picture and sentence Activities

· Production(pair work)

◎ Closing

· Check-up

· Inform next class

· Good-bye

4th Grade- Lesson 5. Who Is She ?

Warm up - Review - Look and listen - Chant -  Activity -Closing

TEE for Term 1 – Spring 2010

-TEE is held every Thursday.

-Each section will divide into groups of 2 or 3.

-2 or 3 groups from each section will perform a lesson each Friday. (So, each group will perform one lesson every other week.).

Each TEE will be videoed and uploaded to the SEEC website.

-Trainees not performing will act as a “typical” group of students in a public school.

So – Lesson Plans should focus on that target audience – NOT the advanced language skill level and maturity of adult English teachers here at SEEC…

Week 2 TEE

Elementary

The group will use an elementary school textbook as the primary source.

Secondary

The group will use a secondary school textbook as the primary source.

-Groups are encouraged to supplement the lesson with material collected outside of class – such as in other textbooks available at SEEC or material from the Internet.

–A lesson plan will be turned in at the start of TEE on Thursday.

Feedback

Feedback will come in two forms:

1. Oral discussion as part of peer review after the lesson is completed.

2. Anonymous feedback cards written immediately after the lesson and collected by the trainer.

Constructive negative, as well as positive, feedback is expected…

2nd Class – Week 2 – Methodology – Spring 2010

Goal

Trainees will have a firm understanding of the type of lesson planning that is taught in teacher-training colleges in the United States (Western Education).

Trainees will understand the variety of demands that different public school districts have concerning lesson plans teachers must show as part of mandatory teacher evaluations and observations.

Trainees will be familiar with the methodological reasoning behind lesson planning in Western Education.

Objectives

Completing the “Personalization of a New Semester”

l Trainees will complete the “ice breaking” portion of the new term to become more familiar with each other and to personalize the classroom environment.

TEE

l Trainees will become familiar with what they have to do each week concerning TEE.

Lesson Planning

l Trainees will have a firm understanding of the importance placed on lesson planning in teacher-training colleges and in the schools.

l Trainees will have a firm understanding of the variety of demands placed on teachers in public and private schools concerning lesson plans and teacher evaluations.

l Trainees will produce their own lesson plans – following the template in the book (which is also commonly used in schools – when they present for TEE.

Materials & Equipment

Procedures

Finish Personalizing the Class

- Make sure each trainee has a class folder and at least one photo.

- Working in small groups – have trainees finish decorating their Class Folder with photos, words, and drawings.

- Using the ping-pong balls, have individual trainees “present”/explain their folder to the class.

- Variety: Some trainees will present in front of the whole class like when they give a Public Speech.

Some trainees will present while remaining seated at their table.

Discuss the possible methodological advantages of using different methods of presenting – especially in terms of working with ESL classes with a gap in English abilities.

- All trainees will NOT have the opportunity to present due to time constraints.

- Trainees Teaching the Trainer About Korean Public Schools

-Full class discussion on how to modify the Folder Decoration Activity to fit the needs of ESL classes in their schools.

Tee Intro and Prep

-Introduce how TEE will work each week and on Friday Presentation Day:

-Divide into pairs.

-Groups will rotate each week on who does the TEE performance.

-Some group might have to present back-to-back.

-It is IMPORTANT that the lessons be aimed at a typical KOREAN PUBLIC SCHOOL audience – NOT trainees at SEEC.

Each group will do a 30 minute lesson plan.

We will have a break and feedback period between groups.

The total time will be 90-100 minutes – just like a regular SEEC class

First TEE:

-The presenting group will get an elementary or high school textbook.

-That is their only guide.

I am leaving the door wide-open for how the first group performs, because I want to see how TEE develops from week-to-week as we go through the Teaching by Principles textbook.

-Other groups not presenting this Friday:

Will get a public school textbook and design a rough outline of a lesson plan.

-This group will upload their outline to the class blog before the end of class today.

-Computer Lab – groups will relocate to the computer lab to discuss the lesson plan and locate supplemental material.

Individual Differences

-I anticipate no difficulty with individual differences due to the fact trainees will be working in groups (and can help each other) and will be using the computer lab.

— Group work and lab time allow the trainer to move around the room giving individual help as need.

Extra-Time

-Prep for TEE and example lesson plan will take up all the time.

Assessment

-Group work: Trainer Observation

-Lesson Plan: Trainer Feedback Notes

Also, peer review on the blog.

After-Class Assignments

-Chapter 10 Lesson Planning – Main Textbook

-Backward Design – Article Handout.

Week Two Outline – First Real Week of Classes

Goals

-Trainees will have a good understanding of how TEE will work in Term 1.

-Some trainees will complete their first TEE full lesson plan and perform it on Firday.

-Trainees will have a good understanding of the importance placed on lesson planning

in teacher-training colleges and in public schools.

Primary Materials Covered

Chapter 10 – Lesson Planning – from the primary class textbook.

Semi-Optional Reading: Article on Backward Design

Brief Week Outline

Class One: TEE Prep

-Trainees will learn how TEE will work in Term 1.

-All trainees will work in small groups to discuss the design of a lesson plan to fit a specific audience: a “typical” elementary, middle, or high school grade ESL class in a public school in Seoul.

-Trainees who have to do TEE on Friday will do more detailed preparation for an actual lesson plan they will work on outside of class and turn in on Friday for TEE.

Class Two: Chapter 10 Discussion and Activities

- Class Two will primarily be a teacher-centered lecture and discussion class covering Chapter 10.

- The class will share personal experience teaching in different schools and classes.

- Trainees will see websites related to the demands of lesson planning developed by the state department of education in Georgia, USA.

The Questions

Me Questions:

1. What is my teaching philosophy?

Teaching is very important. It means … according to a teacher students can be a good person or not.

I’m a kind teacher based on love. But sometimes I’m so strict on purpose.

2. What are my strengths as a teacher ~

I’m very kind and humours. Sometimes I become a comedian. It make them like me.

3. What are my weeknesses as a teacher ~

Since i’m very kind and friendly, it is hard to control the student in the class.

4. What personality-types among teachers are~

I think strict and authentic teachers are commen in Korea. But ae time goes by authentic teacher will be disappearing.

My classroom Questions:

1. What is my school like?

My school is high school

What is my teaching philosophy?

As I am a middle school teacher, I want to help st. have more basic ability.

At first, I want to motivate them by giving interests and noticing the necessity of English. I don’t think the study which is not related with the real life is meaningful. So I empathize the importance of English. Especially, in our society, we can’t do anything, ex. going to advanced school, getting a job, without English.

And when st. are young, they can learn the sincere attitude of the life through studying. My goal is not only English but also the attitude of life.

What kind of teacher am I?

When I was a novice as a teacher, I taught girls. They followed theachers’ intention

and they didn’t disturb the class at least. So I did

The Questions

Me Questions:

1. What is my teaching philosophy?

Teaching is very important. It means … according to a teacher students can be a good person or not.

I’m a kind teacher based on love. But sometimes I’m so strict on purpose.

2. What are my strengths as a teacher ~

I’m very kind and humours. Sometimes I become a comedian. It make them like me.

3. What are my weeknesses as a teacher ~

Since i’m very kind and friendly, it is hard to control the student in the class.

4. What personality-types among teachers are~

I think strict and authentic teachers are commen in Korea. But ae time goes by authentic teacher will be disappearing.

My classroom Questions:

1. What is my school like?

My school is high school

What is my teaching philosophy?

- My teaching philosophy is that the teacher should help students to have IMPACT(Interest Motivation Practice Ability Confidence and To the world).

What kind of teacher am I?

- I’m trying to be a good English teacher.

What personality-types among teachers are common in Korean school?

- I think my colleague teachers are considerate.

What are my strengths as a teacher in the classes I teach?

- I think I ‘ve been trying to be a good English teacher and to respect to all students’ personalities.

What are my weaknesses as a teacher in the classes I teach?

- I think I’m not able to speak English fluently.

Pre-Course - Critical Thinking Q&A Writing Sheet

Assignment Purpose

Students will gain deeper understanding of the future material covered in class by first thinking critically – based on each student’s own personal history - about the topics and themes and ideas we will find in the future material.

(Trainees will see a common activity – based on current ideas in Teaching Methodology – that is used in Western Education for pre-reading, pre-writing, or pre-discussion activities.)

Assignment Directions

We will write answers to some of the questions below in the computer lab during the 2nd half of today’s class.

- You do not have to write answers to all of the questions.
- You do not have to answer the questions in order. You may skip around.

- Try to answer the question with as much detail as you possibly can.
(This is key for good critical thinking and a pre-reading/writing/discussion activity.)

The Questions

Me Questions:

- What is my teaching philosophy?
- What kind of teacher am I?
- What personality-types among teachers are common in Korean schools?
- What are my strengths as a teacher in the classes I teach?
- What are my weaknesses as a teacher in the classes I teach?

My Classroom Questions:

- What is my school like?
- What subjects do I teach?
- What are my classes like when I teach them?
- What are the biggest problems I find in the classes I teach?
- What do I want to change about my classes?
- What are the biggest obstacles to effective teaching ESL in Korean schools?
- What changes would I make in Korean education if I could?

My Students Questions:

- Who are my students?
- What personality types are common in my classes?
- What type(s) of personalities give me the biggest problems in my classes?
- What type(s) of personalities do I enjoy teaching the most?
- What would I change about my students if I could?
- What do students need to learn effectively?

Tags: Assignments, Methodology, SEEC

2010 – Spring/Summer – Term 1
First Class: 2 Hours Long

Goal

Trainees will be familiar with the other participants in the class - & - with the type of teaching methodology they will study at SEEC.

Introduce key methodology concepts common in Western Education (both ESL and all core school subjects) – such as: student-centered vs teacher-centered activities, critical thinking, pre-reading/writing/discussing activities, student empowerment, and so on…

Objectives

New Semesters:

 Trainees learn about each other (and the trainer) through different “introduction/new semester” activities – both teacher-centered and student-centered.
 Trainees will discuss how they begin a new semester in their classrooms.
 Trainees will hear about a valuable book on methodology involved in starting a new semester off on the right foot.

Teachers, Students, and Methodology

 Trainees will listen to a brief overview of the textbook and what the class will do in the coming weeks.

 Trainees will discuss with the trainer: types of teachers, students, classes, schools, and other topics related to – picking or designing a proper methodology for different teaching situations.

 Trainees will use the computer lab to answer in as much detail as possible questions related to the discussion described above.

Materials & Equipment

PowerPoint, tennis ball, ping-pong balls, ability to rearrange tables and chairs, example student folders, book: The First Days of School - By Harry Wong.

Procedures

- Before Trainees arrive: Place individual trainee folders on the desks and have examples from previous classes on your desk.

Have the tennis ball and ping-pong balls ready on your desk.
Have the chairs and tables arranged in a classic U-shaped “lecture-discussion” format.

- After Trainees arrive: Briefly introduce your name and hometown.

Then, have each trainee introduce himself and his hometown ONLY.
Go clockwise around the tables.
When they finish, explain this exercise was a more teacher-centered, strictly controlled, and limited exercise.

Explain the difference between “teacher-centered” and “student-centered” methodology.
Introduce the class textbook and explain it emphasizes the “student-centered” style that is dominant in Western Education.

- Next, use the “ping-pong ball method” to give the trainees a chance to ask questions about the trainer & discuss the method.

- Next, continue the introduction section of the lesson by using the “tennis ball method” & briefly discuss how it empowers the students more and is thus more student-oriented.

- Next, make a big shift:

- Show the example trainee folder from the previous term – emphasizing the pictures to bring on Monday and the writing they will do today.

Use the “Who Am I?” poster and explain it.

- Have the students break into groups of 3-4 & rearrange the desks into the classic “little islands” arrangement common in group-oriented, student-centered classes.

Discuss the method and importance of classroom arrangement and other factors in helping define a methodology for a class.

- Next, reintroduce the class textbook & tell the trainees to read Chapter 11 on Lesson Planning for next week’s classes.

- Write the assignment on the Assignment Sheet and briefly explain the method.

- Also, post today’s Lesson Plan on the wall as an example to be looked at later.

- Big Shift –

- Handout the “Pre-Reading - Critical Thinking/Digging into Thought” sheet the class will do for the 2nd hour in the computer lab & explain briefly the idea of pre-reading/writing/discussing methodology.

- Look at some or all of the questions (depending on time).
Discuss some of them if you have a lot of time.

- Explain what the trainees will do with the sheets at the computer lab for the 2nd half of class.

2nd Half of Class – In Computer Lab

- Tell class not to start on the sheet until after you introduce the class blog and website.

- Introduce the class website and blog:

- Explain in detail how to log into the blog for 1. Commenting & 2. Trainee anonomous postings.

- Explain the idea of “peer editing” in establishing critical thinking, writing, and ESL skills & how you use blogging in ESL & ELA classes in US secondary schools.

- Next, give the class plenty of time to write as much as possible on today’s “critical thinking” sheet.

Take sheets up at the end of class.

Individual Differences

- Introduce the “yellow card-green card” system for alerting a teacher to confusion.

- Watch for signs of lower listening comprehension.

Assessment

- Trainer-observation during lecture and discussion activities.
- Reading and feedback on the “critical thinking” sheet.

After-Class Assignments

- Reading: Chapter 11 Lesson Planning

Tags: Lesson Plan, Methodology, SEEC

Teaching is catching on fast in Korea, as is the case in many other countries.

Teaching activities have tons of functions.

First teacher loves teaching.