Transformative Teachers 2021Young Learners

Teaching English Online: Exploring hybrid approaches with young learners and very young learners

Martin Oetegenn and Cecilia CabreraStart Time: 16:00 GMT

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Transformative Teachers 2021

Young Learners

Teaching English Online: Exploring hybrid approaches with young learners and very young learners

Martin Oetegenn and Cecilia Cabrera

•Main features of YLs and VYLs

•Hybrid approach

•Ideas to try in the class, right away:

complete teaching examples.

•Assessment and Feedback ideas.

Today we will focus on…

๏Love Stories

๏Need Nature

๏Need Love

๏Need Nurture

๏Curious

๏Social

๏Active

๏ Energetic

๏ Explorers Photo by Senjuti Kundu on Unsplash

Positive perspective

Diverse Contexts

Differentiation

Parent Involvement

Ls: Time to play

Ts: Time to think and share

Make teaching and learning Visible

Hybrid teaching

Remote Teaching and Learning:Synchronous and Asynchronous

In-Person Teaching and Learning

Simultaneous Synchronous Remote teaching

and In-Person

•Timing

•Learners’ Autonomy

•Positive Parent

Involvement

Challenges:•Engagement

•Active participation

•Skills’ development

foto de stock Africa Studio

Integrated model Learners at home Learners in-personT e a c h e r s w o r k w i t h l e a r n e r s

a t h o m e a n d a t s c h o o l

s i m u l t a n e o u s l y , t h r o u g h t h e

s a m e l e s s o n p l a n . B o t h

g r o u p s o f l e a r n e r s i n t e r a c t

a n d w o r k t o g e t h e r . a s a

c o n s e q u e n c e , t h e y p r e s e r v e

t h e i r s e n s e o f b e l o n g i n g t o

t h e s a m e l e a r n i n g

c o m m u n i t y .

I t m i g h t b e t h a t t h o s e 2

g r o u p s o f l e a r n e r s v a r y t h e i r

m e m b e r s .

L e a r n e r s p a r t i c i p a t e o f

t h e l e s s o n t h o u g h a

o n l i n e t e a c h i n g p l a t f o r m

t h a t a l l o w s s y n c h r o n o u s

l e a r n i n g .

L s w o r k i n s m a l l g r o u p s

v i a b r e a k o u t r o o m s

a n d / o r w i t h l e a r n e r s

f r o m t h e i n - p e r s o n

g r o u p .

L e a r n e r s a t t e n d l e s s o n a t

s c h o o l . t h e y m e e t i n - p e r s o n

w i t h t e a c h e r s a n d o t h e r p e e r s .

t h e t e a c h e r d e l i v e r s t h e s a m e

l e s s o n a s f o r t h e l e a r n e r s w h o

p a r t i c i p a t e r e m o t e l y . I n - p e r s o n

l e a r n e r s i n t e r a c t w i t h t h e i r

p e e r s a t s c h o o l a n d t h e o n e s

w h o a r e a t h o m e . L e a r n e r s

p a r t i c i p a t e i n s m a l l g r o u p s w i t h

p e e r s w h o a r e o n l i n e a n d / o r

i n - p e r s o n .

Ideas for your teaching practice

Hybrid teaching

•Check the quality of the

internet connection.

•Check the learners at

home, listen and see what

happens in the classroom.

•Invite children who are

online and those in the

classroom to interact.

Possible teaching sequence

In-Person Learners + Learners At Home Stage 1 Story: Goldilocks and the 3 Bears. https://learnenglishkids.britishcouncil.org/short-stories/goldilocks-and-the-three-

bears

Work with the rooms of the house that appear in the story and the ones that are missing.TPR Activities - miming action.

Follow up: Ask In-Person Learners to bring a drawing of their bedroom. Tell remote learners that the following lesson they will be invited to share images of the different rooms of the house.

Stage 2 Information exchange: Ls share live images or photographs of the rooms of their house. Hybrid Dictation - Flashcards - Rooms of the house/ Rooms of the house - Online Ls home

Retelling Goldilocks story; Involve some furniture and equipment description, using a wide range of adjectives that appear in the story.

Stage 3 Revision of rooms of the house, using Ls’ pictures.

Story: Goldilocks and the 3 Bears. https://learnenglishkids.britishcouncil.org/short-stories/goldilocks-and-the-three-

bears

Revision, Retelling using pics, RolePlay - chunks of dialogues, add a narrator.

Invite learners to describe their bed/ favourite chair, sofa, armchair/

Stage 4 Story: Goldilocks and the 3 Bears. https://learnenglishkids.britishcouncil.org/short-stories/goldilocks-and-the-three-

bears

RolePlay - chunks of dialogues, add a narrator.

Follow up: Collage - My House, using materials from Nature or Waste Materials

Timing Technique Learners In-Person Learners At Home

00:00

00:08CircleTime: Ls gather together, and work through some routines.

Routine: Ls at home and at school share this 5 minutes to welcome each peer, sing together a Hello Song, take turns to talk about the weather conditions, sing a chant/play a game to revise vocabulary (Simon Says; Please, please show me…; Captain, captain, what do you see?)

00:08

00:18Lead in to EvolutionRooms of the House

Ask Online Learners where they are in the house, ask them to show that room, show their bedroom, and if they want to, to show the different rooms of their house.

00:18

00:45Retelling Remote Ls share live images or photographs of the rooms of their

house.

Hybrid Dictation - Flashcards - Rooms of the house/ Rooms of the house - Online Ls home

Retelling Goldilocks story; Involve some furniture and equipment description, using a wide range of adjectives that appear in the story.

Invite Ls in the classroom and students online to participate. 00:45

00:50TPR Activity Ls mime actions they generally perform in a certain room of the house, the

other children have to guess where their peers are.

00:50 Round Up and follow up activities

Ask the learners to draw/ take a picture of the following spaces in their home: Living-room, Kitchen, Dining-room, Bedroom, Bathroom, Garden, Backyard,

Timing Technique Learners In-Person Learners At Home

00:00

00:05

CircleTime:

Ls gather together, and work through some routines.

Routine: Ls at home and at school share this 5 minutes to welcome each peer, sing together a Hello Song, take turns to talk about the weather conditions.

Ask Online Learners where they are in the house, ask them to show that room, and if they want to, show their favourite room.

00:05

00:10Lead in to comparatives

T shows the different pictures of Goldilock’s story, learners create the sequence of events in the story. The teacher then elicits differences between one room in Goldilock’s story and the same room in one of the learner’s pics. Help learners by giving them prompts as “In the bears house there is ____ and in Mary’s house there are _________” or, “Baby bears’ bed is _____ and my bed is _______”.

00:10

00:20Pair Work Invite learners to work in pairs and make a list of 3 sentences of things that are

the same/ different between the bears’ home and each learner’s home. Elicit answers from learners in the classroom and learners online, alternatively.

00:20

00:25TPR activity T shows a flashcard of a room of the house, Ls are invited to mime actions they

generally perform in a that room. Then, they say the name of the room.

00:25 Floor Map

AsynchronousLs will prepare a Floor Map of their favourite room in their house. T asks Ls to use materials from Nature or Waste Materials

FORMATIVE ASSESSMENT

This is an activity to help students:

•identify their background knowledge,

•begin to think about what they want/need to know,

•make a plan to find answers.

Think-puzzle-explore

✓Define the performance

standards for each criterion.

Success Criteria

✓ Think - Pair - Share

✓ 3-2-1 Summary

✓ Graffiti Board

✓ Art Work

FEEDBACK

✓ Two Stars and a Wish

✓ TAG

The unexpected..

•Tardiness

•Poor connection.

•Ls without books.

•Parents interference.

•Ls Frustration - In-Person / Online.

For those in ONLY Remote Teaching

Not more than 10 - 20 minutes in one day.

Take advantage of the context.

Lead interactive activities.

Design activities to invite them to explore their context.

Design activities to be in contact with nature.

Prevent Sedentarism

Synchronous+

Asynchronous

For those going back to School

•Maximise time of teacher interaction with learners.

•Devote time to metacognitive development.

•Allow sharing with peers and peer feedback.

•Allow time to play with their peers, freely in contexts

previously designed by the teacher/s.

You are doing fine, and your learners will develop beautifully.

Trust yourself and keep on developing your teaching abilities.

Wrapping up

1.Webinar recordings: learn.trinitycollege.co.uk/ttw

2.Facebook page: Transformative Teachers

3.Q&As

Thank you