Communicative Oral Language in the Classroom PEER Center Trainings Day 2 Hua Hin April 2014

Day 2 Agenda 1.Quick Review 2.Exit Card Questions 3.Survey 4.See/Don’t See 5.Video Analysis 6.Demonstration of groups 7.Microteaching Planning & Presentations

A Review: 4 Principles of CLT Communicate effectively with accuracy & fluency Get the message across Risk-taking behavior in cooperative groups Student-to- student talk Language connected to meaning & context Movement, sounds, image Critical Thinking Skills How? Why? What if…? Extended responses

Aims of CLT Traditional Approaches Goal is to master forms and pronunciation Communicative Approaches Goal is to accomplish functions and carry out tasks… to engage in verbal interactions

Exit Card 1.Directions for Activities Give directions BEFORE distributing materials Thumbs Up/Thumbs Down 2.“Shy” Students Group work, pair work Lots of practice & repetition 3. Critical Thinking Big idea: Ask hard questions! Many different responses 4. Slides Hard to See I’m sorry. We can send you them electronically.

Survey Activity (#13) Directions: 1.Think of yourself as an English language learner. What is one thing that helped you learn English? example: Watching TV with subtitles helped me learn English. 2. Take a survey! Ask 3 new people what helped them learn English? example: What helped you learn English? 3. Write down the answers. 4. Then, ask them how. (critical thinking!) example: How did that help you? 5. If there is more time, continue asking more people!

Theory into the Classroom Analyzing videos of communicative language teaching in the classroom

Info Gap: How are students using Principle 1. Communicate Effectively with Accuracy & Fluency?

Word Splash: How are students using Principle 4: Critical Thinking?

Principle 1. Effective communication with accuracy and fluency evident ☐ Student-to-student conversations in English ☐ Dialogues practiced with repetition of key phrases or vocabulary ☐ Realistic context for communication practice Principle 2. Risk-taking behavior in cooperative groups ☐ Student attempts to talk in English (even if incorrect or mixed with native language) ☐ Groups of students share a task assigned by the teacher ☐ All students in groups or pairs contribute by speaking or listening. Principle 3. Language connected to meaning and context ☐ Real things used during the lesson to connect language to meaning ☐ Gestures or movement used to connect language to meaning ☐ Images or pictures used to connect language to meaning ☐ Games or activities connected to learning new language Principle 4. Critical-thinking skills used in the lesson ☐ Students try to solve problems during the lesson ☐ Questions that the teacher poses challenge students to think ☐ Questions require extended answers (e.g., more than “yes/no”)

Observe to Analyze What do you see? What don’t you see? Directions: 1.Watch video. 2.As you watch (or after you watch), tick what you see from the list. 3.Make notes about what you thought was most effective. 4.Make notes about what needed improvement. 5.Turn & Talk with someone near you.

From Indonesiahttp://

Turn & Talk What did you look for? What did you see? What didn’t you see? What was something effective?

From Vietnam:

Turn & Talk: What do you think of when you hear the words… Observe…Evaluate…

Classroom Video Example 1 Observe Holistically: Make a running record of what the teacher & students do & say. Example: TeacherStudents T. tells the name of activity, reviews from last time. T. writes vocab on board. … T. walks around room, asks pair of students if they understand. Most Ss quiet, look at T. 3 boys in back playing with pencil. Apx. ½ Ss copy vocab on paper … Ss sit back-to-back in pairs, ask each other questions beginning with “where is…”

Turn & Talk What did you observe? Did you observe the same things? Did you choose to write the same notes?

Numbered Heads Together: How are students using Principle 2. Risk-taking?

From U.S. partners:

From U.S.: Jigsaw

Agenda for Remainder of the Day Ice-breaker Classroom Video Analysis Debrief Breakout Session 3 for Oral Language Activities Lunch Breakout Session 4 for Oral Language Activities Teachers: Planning for Micro-Teaching Supervisors: Planning for Next Steps

Classroom Video Example Evaluate: How did the activity match the rubric? Example: ComponentExcellentFair Not Evident Learning Objectives Presentation Student involvement Etc., etc. Overall Strengths Clear directions; good modeling Areas for Improvement Only some students talking; activity ended too soon