by Jarod Yong, SMK Katibas, Song

for TFM Sarawak: Regional Event #2on 16 May 2015

at Curtin University Sarawak

LESSONS FROM THE ♥ OF BORNEO

Getting To The ♥ Of Borneo

2 hours 1 hour

Background: Where I Teach

SongSMK Katibas

Background: The Longhouses

Background: My School

Background: My Students

Let’s Start With You

Which subject do you teach?

How do you feel about your teaching?

1 – 10

What are your triumphs?

What are your problems? What would you like to learn from me?

What Will I Be Sharing?

Simple

Versatile

Engaging

Language Learning TheoryProfessor J. Cummings

Years in Eng speaking environment: 9-10

Vocabulary: 5000+Sentence Length:

20+ words

CALP

Years in Eng speaking environment: 2-3

Vocabulary: 1500-2000Sentence Length:

3-10 words

BICS

Basic Interpersonal Communicative SkillsSocial English. The day-to-day language needed to interact socially with other people.

Cognitive Academic Language Proficiency English for Formal academic learning. Essential for students to succeed in school.Required for HOTS.

The Learning Burdenkeep in mind when planning your lessons

◦ If you want to teach a NEW concept, use words that they already know.

◦ If you want to teach NEW vocab, relate it to what they already know.

New Concept

Old Vocab

Old Concept

New Vocab

How Students’ Read

◦How students’ read:

◦ Reading in the Brain & the Ear

◦ Therefore, get students to evaluate (pre-reading) and then revaluate (post-reading).

Advanced

Learners

Stage 5 – Synthesis

Stage 4 – Relationships & Viewpoints

Stage 3 – Reading for Meaning

Stage 2 – Fluency

Stage 1 – Initial Decoding

What If They Mispronounce?◦When students mispronounce something they are

reading.◦ If it does not change the meaning, let it be.◦ If it does, stop them immediately & correct it.

◦Use students’ words to teach Phonics◦ Ask students for words they know from that sound

◦Backward build up = pronounce from the back

◦Do these for better pronunciation:◦ Students should close eyes.◦ Focus on where sound is produced in mouth.◦ Close ears. Pronounce. Listen to echoes in head.

Language Experience Approachthe bridge between experience & print

◦Students recall a shared experience & turn it into text.1. Give students an experience.

2. In class, draw pictures of their experience.

3. Ask what they experienced. Write down exactly as they narrate.

4. Take pictures they’ve drawn & attach to the narrative.

5. Cut it up. Students sequence.

6. Read & copy in book.

◦Grammar mistakes okay but spelling mistakes not okay.

Cooperative Learning

Team-Pair-SoloJigsaw

(Home & Expert Groups)

Think-Pair-Share

Numbered Heads

Final Thoughtsideas which may make a difference

◦“What I can say, I can write. What I can write, I can read. I can read what I write and what other people can write for me to read.”

◦Before you teach people anything, you need their attention.◦ Find ways to get their attention & hold it.

◦Be aware of how your feelings affect the classroom.◦ If you are happy, you can see more.◦ If you are upset, you can’t hear & vision narrows.◦Maslow's Hierarchy of Needs.

◦Be aware of which students get the most attention.◦Where do you naturally look in a class?◦ Classroom layout?

◦Students' attention span are short.◦ First & last 5 minutes should contain the most important

information.◦ Switch activities every 5-10 minutes.

◦Teachers always stop too early.◦ You can always give more practise◦Move from speaking/listening/reading to writing

◦Ask students what they have learned & what they want to learn.

◦Use intrinsic & extrinsic motivation◦ In the end, they produce the same results. Neither is better

than the other.

◦Your job is not a popularity contest. Your job is to make your students succeed. But, if your students don’t like you, they won’t learn from you.

Helping Students Perform Well

Flooding The School

English Language Week

English Language Night

You time!!!Let’s talk about what we’ve learned.

Jarod YongSMK Katibas

Blog:

jarodyong.com

Email:

jarodyong@outlook.co

mPhone:

016-8080208