1. Course design by M.E. Ellen Graber Curriculum design and EFL/ESL

2. 1. Introduction 2. Sharing expectations 3. Individual, pairs, small group evidences 4. Portfolios: what, where, why, when, who, how?...and why should I? 5. Giving direction with online space 6. Exploring active learning possibilities in the four skills areas 7. PIE: planning, instruction and evaluation: aligned 8. Teaching social skills, attitudes and values 9. Integration of new skills

3.  Relate active learning strategies to learning  Comprehend the importance of collaborative techniques and how to create a welcome environment for their application  Apply active learning strategies  Put into practice tools for the active development of social skills

4.  Create sensitivity to students needs  Learn by doing  Teach by having others teach/do/act  Value the transcendence of active learning principles  Design didactic strategies to implement active learning

5.  Ellen: Relevant contributions through participatory engagement  And you?  Practice what I learnt  Inside english students  To improve my teaching habilitiesi  I wonder to know what is imporatnt for students\  Make students care

6.  Let’s write so no one else can see our answers: Why are we here? What do I want to learn? What will I contribute? What do I think will happen during the course?

7.  Develop skills in active learning while actively learning.  Aim: Add to teaching toolbox some active learning techniques by actively learning  Develop social skills for collaboration while analyzing the content of the course.

8.  Let’s get to know each other on a different level. Objective:  Share information of a personal nature that we normally don’t have time to share.  Identify people who share similarities with you. Collect a signature for each line which corresponds to each characteristic on the sheet in such form that you find something in common with each participant.  BUT BEFORE BEGINNING:

9.  What are the rules of the game? Play the game!

10.  Did you notice a difference between parts A and B?  What are they?  What is the purpose?

11. Individual competitive collaborative What are the characteristics of each? Write your answer in this Google Doc. https://docs.google.com/document/d/1HuitGjQbu FJhhCeVSJ9ow6ZFj4reV0Jsi56ml_qD0O8/edit https://docs.google.com/document/d/1HuitGjQbu FJhhCeVSJ9ow6ZFj4reV0Jsi56ml_qD0O8/edit

12.  Shapes Squares: how many can you count?  Work individually and count.  Work with a partner to see how many more you can find. Triangles: how many can you count?  Work with a partner to see if you can get more than another pair.  Work collaboratively to see how many you can find.

13.  How did you feel during each step of the activity? Working individually Working competitively Working collaboratively  In which stage did you feel the most comfortable? stressed? able to get the most knowledge?  Would you like to make any changes on the sticky wall?

14.  Each person works alone  Work in isolation…it’s quiet  What benefits one learner might not benefit all learners.  Individual success is stressed.  Learning possibilities might be limited if students come to class without sufficient work habits.  Teacher applies one-of-a-kind evaluations.

15.  I swim, you sink philosophy.  Winners and losers  One single goal for all learners  Personal success is based on the failure of another.  Individual work is preferred.  What benefits one person might not work for another.  Numerical values in scales denote our worth.

16.  Together we swim, together we sink.  Together we reach common goals.  Promotes small group work  Self-benefit helps the group as a whole  The group’s success becomes most important.  Could be evaluated by numbers as well as by criteria

17.  What do you need?

18.  My Ss. are resistant to Active Learning Begin early in the term. Let ss. understand that you are serious about AL Use it frequently-at least once a period. Give clear instructions. Display them. Explain benefits of AL. Commit yourself. Remember, you are in charge. If you are committed they have no choice but to follow. Start simple. Use low impact strategies such as think-pair-share or one minute brainstorms Video: http://www1.umn.edu/ohr/teachlearn/tutorials/active /scene1/index.html http://www1.umn.edu/ohr/teachlearn/tutorials/active /scene1/index.html

19.  Read a case study with a partner.  Discuss and prepare a role play. What would you do? What would you say?  Present the situation in episode one in a role play and elicit the correct response from colleagues in episode two.  Give some advice and report how you would handle each situation

20.  My students complain about AL Address complaints immediately and with confidence. Keep your cool. Highlight what ss. have to gain. Use complaints as teachable moments.

21.  My students get out of control during AL. Combine teaching methods. Lecture for 10 minutes and follow with a 3-4 minute AL strategy. This is very effective. Do not devote the whole period to AL. Active ss. does not mean active learning.  Carefully consider the goal,  the learning outcomes,  the procedure, and  the time limit. Use strategies or routines for ending AL tasks.

22.  Time pressures: It takes too much time! Consider your learning objectives. What content is most important to master? Consider what is more suitable for in class and more for out of class activities. Use 1-2 brief AL strategies during class time. Space them to break up the period. Know what confuses your students. Avoid racing through the material just to finish it. Ss. tend to get overwhelmed and discouraged

23.  My group doesn’t get along. Successful collaboration just doesn’t happen. Teach your ss. how. Plan carefully  Plan carefully  Use an activity you understand  And MOST IMPORTANTLY You must be motivated to motivate! Foster interdependence, accountability, f2f interaction, group social skills and processing Assign group roles for students. Explain clearly.

24.  Students don’t know how to conduct peer review. Ss. need to learn how to conduct peer review. Teach them.  Focus on their reasons,  the process and  how to give feedback. Use rubrics or checklists. Grade student peer review work. Intervene when you spot trouble. Make your expectations clear.

25.  Share it!