1. Communicative Oral Language in the Classroom ELI/OBEC Primary Teacher Train-the- Trainer Session Bangkok, Thailand January 9-11, 2014

2. We’ll ask you to “wear three hats” (play 3 different roles). Student Teacher Watch, observe, and think like a Trainer

3. CROC & MONKEY GAME Warm-Up: Let’s “break the ice!”

4. ActivityActivity Board Game

5. Turn & Talk …and think like a Teacher 1.Could you use this game with primary school students? 2.What changes would you need to make? 3.Which of the 4 skills (L, S, R, Wr) did you focus on in this icebreaker? 4.Is there a way to make the game focus on the other skills? 5.If you like this game, how could you make it more cost effective?

6. Turn & Talk …and think like a Trainer 1. Did I explain why I wanted you to do this activity? 2. Did I explain the directions for the game? Did I demonstrate the game? 3. While you were playing the game, what % of the time were you listening and speaking? 4. Did I monitor/check on you while you were playing? 5. Did I provide help/feedback/further interaction with you while I was monitoring you?

7. Agenda Warm-up/Ice Breaker Purpose & Goals Communicative Language Approach Activity Modeling Observe & Evaluate Video Examples Follow-up Video Challenge Work Time

8. Goals for Session… and beyond Participants will identify a range of oral language teaching strategies. Participants will plan & deliver an oral language task in their classroom Participants will adapt & apply training strategies for local PEER Centers.

9. Evidence: How will we know if we meet the goals? … identify a range of oral language teaching strategies – Evidence: Session presentations …plan and deliver an oral language task in the classroom – Evidence: Video project …adapt & apply training strategies – Evidence: PEER Center training in spring

10. MOE Pre-Test What do you know already?

11. COMMUNICATIVE LANGUAGE APPROACH Why oral language tasks?

12. A shift in goals for learning… Traditional Approaches Goal is to master forms and pronunciation Communicative Approaches Goal is to accomplish functions and carry out tasks

13. Traditional Methods Goal = memorize language patterns Teacher-centered methods Accuracy first, fluency later Accuracy encouraged Language in isolation from meaning Communicative Methods Goal = communicate effectively Student-centered methods Accuracy and fluency together Risk-taking encouraged Language connected to meaning

14. Language Domains ListeningSpeakingReadingWriting Oral Literate Productive Receptive

15. Collaborative Concept Sort 1.Work in groups of 2-3. 2.Read each teaching technique and decide if it is an example of a communicative activity or a traditional, grammar-based activity. 3.Why? Justify your response.

16. COFFEE BREAK 10-minute

17. Don’t forget to imagine “wearing three hats” (playing 3 different roles). Student Teacher Watch, observe, and think like a Trainer

18. SongSong Wash Your Hands

19. SongSong Wet your hands.

20. SongSong Wash Your Hands Use soap.

21. SongSong Wash Your Hands Scrub the back of your hands.

22. SongSong Wash Your Hands Scrub between your fingers.

23. SongSong Wash Your Hands Rinse your hands.

24. SongSong Wash Your Hands Wipe your hands dry.

26. Turn & Talk …and think like a Teacher 1.Could you use this activity with your primary school students? 2.If so, what year/grade would it be good for? 3.Which of the 4 skills (L, S, R, Wr) does it focus on? 4.Think about multiple intelligences/learning styles. What kinds of learners? 5.What problems do you anticipate with this song and activity? 6.In general, what are the challenges or difficulties of using songs that you create, adapting tunes to the text in your book?

27. Turn & Talk …and think like a Trainer 1.Did I explain why I wanted you to do this activity? 2.Did I explain the directions for the song and activity? Did I demonstrate? 3.You did not, but if you had done the activity and song in groups, what % of the time would you have been listening and speaking? 4.Normally, the teacher would monitor the groups of students while they were singing/ playing along. 5.And, again, this is a good chance for you to work on pronunciation and intonation … but only if you match tunes and text carefully or choose songs well.

28. Listen, then Turn & Talk …and think like a Trainer Listen to this song and tell me – what the students were learning – what is good about the song and – what’s wrong.

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

30. Classroom Video Example 1 Observe: Make a running record of what the teacher and students do and 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…”

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

32. 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

34. Turn & Talk How did you assess the activity? Do you agree with each other? What were the general strengths & areas for improvement?

35. LUNCH 12:30-1:30

36. Video Video Example 2 First observe: – What does the teacher say and do? – What do the students say and do? Then, evaluate: – Are the learning goals clear? – Are the directions for the activity clear? – Do students speak for communication? – Is there feedback from the teacher?

37. Challenge: Make your own video I. Lesson plan of activity II. Video recording of lesson III. Completed self-assessment rubric IV. Turn-key training session agenda that includes watching part or all of video Due March 1 st Due June 1 st

38. I. Lesson Plan of Activity Written in English Include the following components: – Context (grade level, textbook unit, number of students) – Activity Name – Learning Objectives – Assessment – Preparation / Pre-Teaching – Presentation / Intro & Modeling – Student Practice & Production – Teacher Feedback Can use sample template or a form you already use Can use what you start today

39. II. Video Recording Record 1 oral language task lesson 15-30 minutes Must include sound and visual Test to make sure it works Can use varied recording devices

40. III. Self-Assessment Rubric No such thing as perfect! Purpose is to reflect Similar process from this session Watch your video Must write at least 1 strength and at least 1 area for improvement

41. Challenge: Make your own video! I am very busy. Why should I do this? Apply activity in a real class Reflect critically on teaching Share experience with other teachers Contribute to video bank for future training $$ towards a conference or classroom materials

42. LET’S GET STARTED!

43. An Example… Activity Name: Information Gap Language Objectives (1)You will orally describe a place and person using adjectives and prepositions of place and direction. (2)You will ask and answer questions to get clarification from a peer. Assessment Evidence Drawing of place based on peer’s description.

44. Behind First, let’s review… Above Below Next to on the right Next to on the left Around In front of Adjectives = Describe Nouns Adjectives usually come in front of the noun (ex. A big building) Adjectives follow verbs “to be” or “to look” (ex: The building is big) Adjectives = Describe Nouns Adjectives usually come in front of the noun (ex. A big building) Adjectives follow verbs “to be” or “to look” (ex: The building is big)

45. Directions 1.Work with the person next to you. Arrange yourselves so that you cannot see each other’s papers. One person will be #1 and another will be #2. 2.Select a “selfie” photograph on your phone, tablet, or laptop. Do not show your partner. 3.#1 will describe the photograph to the partner using prepositions and adjectives. 4.#2 will draw the photograph as described by #1. 5.After #1 finishes describing, #2 can ask questions. 6.When #2 is finished, the partners compare and then switch places.

46. My selfie… My face is on the right side of the photo. I am wearing a wide-brimmed straw hat. You can see my the straps of my green bathing suit. Light brown sand on the ground behind me. The sand is on the bottom right of the photo. Blue ocean in the distance on the right side of the photo, above the sand. White sky on the top half of the photo. Green leaves of the trees directly behind me. How did we do?

47. COFFEE BREAK 10-minute

48. Your Task Let’s Get Started! 1.Work with one other teacher. 2.Select a number. This will be the number of your oral language activity. 3.Write the activity in the lesson plan template. 4.Present the activity to the group on Friday in a micro-teaching style. 5.Tell benefits of the activity. 6.Tell potential challenges to implementing the activity.

49. Exit Card A new idea or activity A question you have An anticipated challenge for PEER Center training You do not need to write your name on the card. Homework 1. Register for an Edmodo account (see handout) https://edmo.do/j/fzka5q https://edmo.do/j/fzka5q 2. Continue planning & preparing for tomorrow’s presentations. Homework 1. Register for an Edmodo account (see handout) https://edmo.do/j/fzka5q https://edmo.do/j/fzka5q 2. Continue planning & preparing for tomorrow’s presentations.

50. Communicative Oral Language in the Classroom ELI/OBEC Primary Teacher Train-the- Trainer Session Bangkok, Thailand January 9-11, 2014

51. Agenda Answering questions Work time Teacher presentations Preparing for PD Anticipated Challenges & Solutions Exit Cards

52. DE-BRIEF EXIT CARDS

53. Will my training center have native speaker trainers? Do you have a training package for the PEER Center Trainers? How can teachers who can’t speak English well teach students English? What is a PLC? How to give students feedback in the class? “Teacher Hat” Questions 1.Is drama a communicative approach technique? 2.Is grammar important for learning English? 3.How can we teach vocabulary in a game? 4.How can I make lessons effective for students with very low English levels? 5.How can I motivate students to learn English? “Teacher Hat” Questions 1.Is drama a communicative approach technique? 2.Is grammar important for learning English? 3.How can we teach vocabulary in a game? 4.How can I make lessons effective for students with very low English levels? 5.How can I motivate students to learn English?

54. “Trainer Hat” Questions 1.Will my training center have native speaker trainers? 2.Do you have a training package for the PEER Center Trainers? 3.How can teachers who can’t speak English well teach students English? 4.What is a PLC? “Trainer Hat” Questions 1.Will my training center have native speaker trainers? 2.Do you have a training package for the PEER Center Trainers? 3.How can teachers who can’t speak English well teach students English? 4.What is a PLC?

55. Prepare for Group Presentations Guidelines 10 minutes to present Demonstrate activity (you do not need to demonstrate the entire lesson sequence). Tell one way this activity would be good in a classroom. Tell one concern about implementing this activity in the classroom.

56. COFFEE BREAK 10-minute

57. MICRO-TEACHING PRESENTATIONS Your turn to shine!

58. LUNCH 12:00-1:00

59. MICRO-TEACHING PRESENTATIONS Your turn to shine!

60. TEACHING TEACHERS Thinking ahead to PEER Center Training

61. Give one/Get one: What works for you? 1.Think of three strategies or activities that worked well for you in training teachers. Write these in three of the boxes. 2.Give one / Get one! Move around the room and talk with your peers. Share your success and then ask them to tell you what worked well for them. 3.Fill in each square with advice from other people. Your goal is to have a completed grid with strategies to use.

62. Upcoming Turn Key Training: Nuts & Bolts Goal of turnkey training: To support area primary teachers in oral language teaching. 3 days to share with PEER Centers what you learned here. You will each train in one of 10 different sites. You can use – and adapt – activities, PowerPoints, and handouts from this session. You will also use your own video as an example. An expert trainer will accompany you for support.

63. Best Practices for Professional Development Clear purposeRelevant Active LearningFollow-Up

64. Gallery Walk: Challenges & Solutions 1.Form groups by area. 2.Visit one poster at a time. Read the challenge and brainstorm solutions. Write your ideas using your group’s marker. 3.Rotate at the signal. 4.Read the new challenge and the ideas from the previous group. Write new ideas to respond to the challenge and/or the previous group’s response. 5.When you have reached the poster at which you started, summarize the main points to the whole group.

65. What Next? Meet in area groups. Discuss how this training will work in your area. Will you use the same activities? Are there certain activities that will not work? Are there additional ideas to add to the packet?

66. Exit Card Which activity (or activities) will you try in your classroom? What language structures do you think your area teachers will need guidance teaching? What other questions do you have?

67. Looking Ahead to Saturday AM… Reminders of deadlines Lingering questions Logistics of turnkey PEER Center training Closing Ceremony

68. Lottie Baker, U.S. English Language Fellow English Language Institute, OBEC/MOE lottielbaker@gmail.com Samuel Kirkland, U.S. English Language Fellow Nakhon Si Thammarat Rajabhat University sjk1128@yahoo.com