The Early Birds’ FEAST DaY2WorkshopDaY2Workshop Using the slip of paper which was given to you,...
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Transcript of The Early Birds’ FEAST DaY2WorkshopDaY2Workshop Using the slip of paper which was given to you,...
The Early Birds’ FEASTDaY
2
Workshop
Using the slip of paper which was given to you,
Write ONE important WORD about the
content of the Cycle 1 program.
Place your word on the wall, near the
other ones.
N.B. ALL WORDS must be DIFFERENT.
ESL Elementary Cycle One ProgramDaY
2
Workshop
Chicken Soup for the Teacher’s Soul - Scholastics -- Reproduced by permission (Warren)
Elementary Cycle One ESL Program- Day 2 Workshop
How can we support ESL teachers in the implementation of the program?
Agenda of the Day
Ice breaker ActivityTake three candies each.
Take turns sharing something good that happened in your
board in cycle one.
After you had your turn, eat one of your candies.
Teammates celebrate great ideas/events by taking
additional candies from the bowl.
Enjoy !
Pictures from graphicsfactory.com
The QUEST
Valorous knights, your mission consists in finding the
quotes in the Elementary Cycle 1 ESL Program.
Participant’s Booklet, page 2:
Share the workload with your teammates
Write the title of the program section
Write the page number
Pictures from Dream Maker Software & graphicsfactory.com
The Power of Self-monitoring
As facilitators, teachers do the following:
Competency 1
Competency 2
Goals of the handbook:
Help teachers get a better understanding of
self-monitoring
Give teachers ideas on how to guide
students in their reflection on how to
experience success
Self-monitoring
A strategy:
Checking and adjusting one’s
ongoing performance
Self-monitoring,
Checking
Verifying
Correcting
Checking = Self-observe
Motivated learners
An environment where students feel secure and self-confident (program, page 8)
Verifying
Guided by the teacher
Comparing performance with
expectations
Correcting
Immediate
Assigned pages:
ALL: How to self-monitor, pp. 8-11 then:
GROUPS 1& 2 - pages 12-14
Self-monitoring and evaluation
and Self-monitoring vs. self-evaluation
GROUPS 3 & 4 - pages 15-20 More about the self-monitoring tools
GROUPS 5 & 6 - pages 21-24Putting some pieces of the puzzle together
SQUIRTS- sustained
Q- quiet
U- uninterrupted
I- individual
R- reading
T- time (pages 8-11 & assigned pages)
Task instructions:
After reading the assigned pages individually,Discuss what you read with your teammates to become experts of your section.
Prepare a team’s visual representation of your section - using flipchart paper and markers.
Be ready to present.
When ready, put your visual representation____ on display and take your coffee break.
Pictures from graphicsfactory.com
COFFEE BREAK
Picture from graphicsfactory.com
Visiting the Experts - PART 1
TEAMS 1, 3 and 5 PRESENT twice (2 rounds)
VISITORS: bring your participant’s booklet & pencil
ROUND 1,
TEAM 2 visits TEAM 3
TEAM 4 visits TEAM 5
TEAM 6 visits TEAM 1
ROUND 2,
TEAM 2 visits TEAM 5
TEAM 4 visits TEAM 1
TEAM 6 visits TEAM 3
Picture from graphicsfactory.com
Visiting the Experts - PART 2
TEAMS 2, 4 and 6 PRESENT
You are STATIONARY – You also present TWICE:
ROUND 1,
TEAM 1 visits TEAM 4
TEAM 3 visits TEAM 6
TEAM 5 visits TEAM 2
ROUND 2,
TEAM 1 visits TEAM 6
TEAM 3 visits TEAM 2
TEAM 5 visits TEAM 4
Picture from graphicsfactory.com
ReflectionSelf-monitoring Handbook
Individual Reflection
PARTICIPANT’S BOOKLET, page 4
What do I need to share/improve?
How am I going to do it?
Resources I need to go back to (pages, etc.)
Team SharingPicture from graphicsfactory.com
FIELD-TESTING 2005-2006
ParticipationSeven regions, 17 groups, 325 students
Abitibi-Témiscamingue
Bas-Saint-Laurent
Capitale-Nationale
Estrie
Laurentides
Montréal
Saguenay- Lac-Saint-Jean
Teachers in action with their students
Picture from graphicsfactory.com
LUNCH
Picture from graphicsfactory.com
ESL Elementary Cycle One ProgramDaY
2
Workshop
Nuts and bolts of creating an all-English environment
Using Only English in ClassGOALS
Help teachers use only English right
from the start
Help students communicate in English
Help students avoid using French
Using Only English in Class
VITAL
LEARNING A LANGUAGE
EXPOSURE
Using Only English in Class
EXPOSURE
OUR RESPONSIBILITY
MAXIMIZE
Using Only English in Class
LONG-TERMINVESTMENT
Using Only English in Class
TEACHERSspeak English AT ALL TIMES
- at a normal pace -
Students are IMMERSED in anenvironment where they GRADUALLY
ABSORB the language.
THE PROGRAM SAYS
Bridging the understanding gap
INTERVIEWING FIELD-TESTING TEACHERS…
Teachers speak EnglishVIEWING FOCUS:
• PARTICIPANT’S BOOKLET, p.5, section A
• Share with your teammates
Picture from graphicsfactory.com
Using Only English in Class
STUDENTSdevelop strategies to use
ONLY ENGLISH TO COMMUNICATE
Students develop their OWN MEANS
of COMMUNICATING in English.
THE PROGRAM SAYS
STUDENTSUse Only English in Class
ESSENTIAL
BOTHTWO conditions
Students Use Only English in Class
ENCOURAGE USE OF ENGLISH
AVOIDUSE OF FRENCH
AT ALL TIMES
NO
Nuts and bolts of creating an all-English environment
INTERVIEWING FIELD-TESTING TEACHERS…
Students speak EnglishVIEWING FOCUS:
• PARTICIPANT’S BOOKLET, p.5-B
• Share your ideas with your
teammates
Picture from graphicsfactory.com
BEFORE diving into the handbook and the TASK,
TWO IMPORTANT PRECISIONS
- 1 -Staying focused on the program
Authentic songs, rhymes and stories are at the core of learning.
Developing themes (units) and bringing songs, rhymes and stories into them as activities is not compatible with the development of the competencies of the program.
- 2 -Mostly songs and rhymes
during the first yearWhy ?
How do students benefit from songs and rhymes ?
Through songs and rhymes, students
Are exposed to authentic audio-models
Reproduce the rhythmicality of the language
Absorb an impressive amount of language
Develop fluency - reproducing chunks of language easily and smoothly
Get a sense of accomplishment early on that continues to grow and that has a massive impact on success
Bridging the understanding gap
ONE MORETHING
Preparing students for their first English class - recommended*
WHY the TEACHER will speak only English
HOW students can understand right away
WHY STUDENTS should NOT use French
HOW students can avoid doing so right away
* In a different place than the ESL room
What’s in the handbook?Document, page 3
USING ONLY ENGLISH IN CLASS TASK:
Build a diagnostic QUIZ
Help teachers evaluate their practice
Direct teachers to sections of the
handbook that can be useful to them
USING ONLY ENGLISH IN CLASS TASK:
EVERYBODY reads pages 15 & 16
Team 1, pages 8, 9, 10, stop before #3
Team 2, pages 10 (#3), 11, 12, 13, stop before #5
Team 3, pages 13 (#5), 14, then 5, 6, 7
Team 4, pages 17, 18
Team 5, pages 19, 20
Team 6, pages 21, 22
USING ONLY ENGLISH IN CLASS TASK:
Read assigned section(s)
Think of problematic situations teachers could
encounter in class regarding your section(s)
Use information from your sections as possible
answers/solutions
Fill in the provided chart(s)
Be ready to present
USING ONLY ENGLISH IN CLASS TASK:
Building a problematic situation/solution
COFFEE BREAK
Picture from graphicsfactory.com
USING ONLY ENGLISH IN CLASS TASK:
Presentation of problematic situations/solutions
ReflectionUsing Only English in Class
Individual Reflection
PARTICIPANT’S BOOKLET, page 6
What do I need to share/improve?
How am I going to do it?
Resources I need to go back to (pages, etc.)
Team SharingPicture from graphicsfactory.com
A smooth transitionand a brighter future
INTERVIEWING SOME TEACHERS…
Arriving in Cycle 2 with new strengths
Cycle 2 & 3 competencies that fit like a glove
VIEWING FOCUS:
PARTICIPANT’S BOOKLET, p.7
Share your notes with your teammates
Picture from graphicsfactory.com
Evaluation of session
Please fill out the evaluation form.
Pictures from graphicsfactory.com