ELT. General Supervision State of Kuwait Ministry of Education ELT. General Supervision Day 3 Planning a Study Unit Using the STAD technique

How would you plan Unit 1 in Grade 6 new course book? Activity One How would you plan Unit 1 in Grade 6 new course book?

Duration The Regular Cycle A study unit lasts between four and seven teaching periods: depending on the material to be studied. The Regular Cycle Teach Team Study Test Team Recognition

I- Teach Activity Two WHAT TECHNIQUES SHOULD BE FOLLOWED BY TEACHERS DURING THE PRESENTATION OF THE NEW MATERIAL?

Two or three teaching periods. During the class presentation of the material, the teacher should: Review (related material). Stick to objectives (that will be assessed later). Focus on meaning ( rather than memorization). Use teaching aids. Ask questions (to assess comprehension). STAD

Teach During the class presentation of the material, the teacher should: Have all students work problems Explain your answers Move from concept to another smoothly At the end announce team assignments & ask students to move their desks STAD

Teach NOTE The first week is the hardest Some students will complain at the very beginning Don’t change team assignments after they are announced Reassigning students to new teams may be helpful after 5/6 weeks of S.T.A.D (to give the chance to low scoring teams) STAD

P.P.P Or E.S.A?

PPP or ESA? Jermey harmer proposed a different three stage model, the ESA model E= Engage Teacher “arouses” the students’ interest in the subject or the language point. S = Study Activities which focus on language practice with the aim of achieving subconscious language acquisition. A = Activate The activities which are designed to get students to use the language as communicatively as they can.

E.I.F?

Introduce learner to bike Encounter: Introduce learner to bike assess prior knowledge asks learner about parts of bike introduce key concepts model the task/skills for learner Internalization: controlled practice – trainer holds bike while leaner rides less controlled practice – trainer removes support gradually so learner can internalize Fluency: learner rides bike without support from trainer learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones. Controlled Free

F = Fluency E = Encounter I = Internalization EIF E = Encounter Students “ENCOUNTER” the target language through an activity of some kind (rather than teacher “presenting” the target language) I = Internalization Students “INTERNALIZE” the target language through practice (controlled practice activities  free practice activities) F = Fluency Students “USE” the target language on their own  they become fluent in using the target language

EIF breakdown of triangle shape E  time needed to encounter and clarify the target language/skill. I  Time needed to work on accurately remembering and internalizing the target language/skill. F  Time needed to work on fluently using the target language/skill (mastery).

Two or three teaching periods. 11 . Team Study Two or three teaching periods. At this stage students are supposed to master the material taught during the “Teach” stage By answering worksheets Students are forced to work together Students are teachers and students at the same time STAD

Activity III What activities should be given to students while working in groups to achieve an estimated level of understanding?

Team Study Teach Learn student student STAD

Activity IV What tools should be used by teachers to assess students’ performance?

Team Study Steps Teams move their desks Teacher hands out worksheets and answer sheets Teacher tells students to work in twos or threes Teacher tells students that ALL teams should reach 100% on the quiz. Worksheets are for study and not for filling out. Students should explain to one another. He/ She who has a question should ask teammates before asking the teacher. Students should provide explanations to answers. Teacher circulates/praises/sits/hears...etc STAD

Duration: One half to one class period 111 . Test Duration: One half to one class period Students take individual quizzes Distribute quizzes (one per each) and give enough time Don’t allow them to work together They have to show what they learned as individuals 1V . Team Recognition Use newsletters or bulletin boards to announce team scores This should be better done during the first class after the quiz: to increase their motivation STAD

Improvement points Improvement points What are improvement points? They are the points that a student earns for his/her team. They are the difference between the base score and the quiz score. Quiz score – base score = improvement points Improvement points This system is based on 30-item quizzes. (1 point for each item) Or two 15-item quizzes. (1.5 point for each item) Or three 10-item quizzes. (3 points for each item) STAD

Improvement points Students can earn a maximum of 10 points: The minimum number of points is zero. Place the points you have calculated on each student’s quiz Ex: Base Score=18, Quiz Score=23; improvement points= 5 STAD

for making worksheets Make a worksheet and an answer sheet for each unit The number of worksheets and the length of the quiz depends on the material. EX: short answer items such as irregular verb tenses require a long worksheet. The worksheet should provide direct practice for the material to be taught. Make a game/quiz and a game /quiz answer sheet for each unit. The items should parallel those on the worksheet (they should be developed at the same time). STAD

Activity IV With reference to Grade 6 new course book, plan the first learning unit based on the s.t.a.d technique

STAD STAD