how tefl teachers can teach new vocabulary creatively2

7/28/2019 How Tefl Teachers Can Teach New Vocabulary Creatively2

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HOW TEFL TEACHERS CAN

TEACH NEW VOCABULARY

CREATIVELY AND

COMMUNICATIVELYSession objective:-

After participating in this session, teachers will be able to:-

a) Assist students in new vocabulary acquisition

(noticing/recognizing the word with help; recognition on

his/her own and producing it

b) Make vocabulary learning more interesting

(motivational learning through exercises, strategies and

activities)


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THE SEQUENCING OF TEACHING

NEW VOCABULARYPresent picture, mime

Elicit extract the information

Feed give it to themWrite highlight grammar/pronunciation

Concept check understanding by

questioningDrill repeat chorally/individually (sound/

rhythm)

Use games memory/spelling; affixation; I-spy


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TECHNIQUES FOR TEACHING

WORDSVisual

picture, flash card, mime, action, realia

e.g. magazines (show rather than explain)

Verbal

put word in a sentence, make a sound,

describe after defining

Dictionariesbilingual (first language similarity),

monolingual (origins, pronunciation, forms)


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MONOLINGUAL DICTIONARY cat /kt/ nounpluralcats

[count]

1 a: a small animal that is related to lions and tigers and that is often kept by people

as a pet

I have two dogs and a cat. often used before another noun catfood see also

tomcat

b: a lion, tiger, leopard, or similar wild animal

2old-fashioned slang: a man

He's a cool cat. You cats are crazy! see also fat cat, scaredy-cat

Cat got your tongue?

informal used to ask someone why he or she is not saying anything You've beenunusually quiet tonight, she said. What's the matter? Cat got your tongue?

curiosity killed the cat

fight like cats and dogs

let the cat out of the bag
http://www.learnersdictionary.com/search/tomcathttp://www.learnersdictionary.com/search/scaredy-cathttp://www.learnersdictionary.com/search/scaredy-cathttp://www.learnersdictionary.com/search/scaredy-cathttp://www.learnersdictionary.com/search/scaredy-cathttp://www.learnersdictionary.com/search/tomcat


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VOCABULARY ACTIVITIES

Day 1 Basics for a cat (whiskers, paws, tail) Day 2 Review. Add types (tabby, tom, kitten)

Day 3 Verbs (hiss, scratch, purr)

Day 4 Adjectives (furry, soft, playful) Day 5 Strengths/Weaknesses (good hunter,

kills things, sleeps a lot)

Day 6Metaphors (cats eyes, catty remark,Claw back taxes)

(Woodward 2001)


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TIPS FOR TEACHING NEW WORDS

Context

Practice

Vocabulary lists Definitions

Concept check

Random Processing VARK (1992)

Personalize, Personalize, Personalize


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CONCLUSION

New effective ways Productive

Process of learning

Experiment Strategies

Responsibility


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SESSION 2 HOW TO CONDUCT

THE TEACHER CLASSROOM

OBSERVATIONObjectives:After participating in this session, the Summer Directors of Studies will

be able to:-

1) Have a thorough understanding of the observation process and thedifferent styles and instruments available

1) Interpret training and development needs and design a relevant,focused learning environment

1) Experience observation styles and select the most appropriate

1) Develop the confidence of the participants in training peoplesupportive, unobtrusive, respectful

1) Bring evidence to the feedback session (debriefing) on whether theteacher met pre-agreed targets


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RECAP (3 Stages - the Practice Cycle)

Pre-Observation Observation Debriefing

Session 1 How to conduct Pre-Observation

Conferences and Planning

a) Importance of purpose and focus

a) Looked at ways observations notes are takenchronological, diagrams, charts, verbatim

a) Design of observation forms

a) Isolating and prioritising skills

a) Key points that may arise


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Kolb's learning styles(Teaching Practice Cycle)

ReflectiveObservation

Feedback

Concrete

ExperienceThe Observed Lesson

ActiveExperimentation

Pre-Observation

Abstract

ConceptualisationDe-Briefing

Engage in Debate

on Areas of

Improvement

Addressing the

Evidence

Develop Action

Plan

Discuss Targets

Planning Reviewing

Doing

Learning


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THE LESSON COLLECTION OF

DATA

PROVIDE A DESCRIPTION

DISCUSS THE ACTUAL EXPERIENCE

ANALYSE & INTERPRET FEEDBACKSESSION

PRESCRIPTIVE Looking at

COLLABORATIVE Looking with


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NEGOTIATED INVOLVEMENT

Individual as Learner and Advisor as Facilitator

Help teacher develop autonomy

reflection & self

evaluation

(Gebhard and Oprandy 1999)

Non-participant taking notes only

Participant joining students, monitoring pair-

work, talking about their learning


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THE OBSERVOR AS A LEARNER

WHITEBOARD

Classroom Verbal Flow Assessment Chart

Teacher __________________________________Date Observed ___________ Start Time______________ End Time

________________

Observation Key+ Correct Response - Incorrect Response

P Teacher Paraphrase CF Correct Feedback

M Monitoring OT Student off Task

CB Corrects Student Behavior SR Student Reads

BB Student Work at Board


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OBSERVATION SHEET (EXAMPLE)

CLASSROOM MANAGEMENT, PROCEDURES ANDTECHNIQUES

1. Interaction with Learners:

a) Rapport

b) Awareness of Learners needs & abilities

c) Response to Learners contributions

d) Monitoring & level of support

e) Variation of Teacher role

f) Grading own language for class

2. Learner participation

3. Managing resources


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ORAL CORRECTION TECHNIQUES

Teacher did not

correct thismistake

Teacher

corrected thismistake

automatically

Teacher signaled

for self-correction for

this mistake

Teacher invited

peer correction

USE THE CHART TO RECORD DATA ABOUT HOW THE TEACHER

CORRECTS


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CONTROLLED AND

SEMI-CONTROLLED PRACTICETECHNIQUES1) Variety in techniques

1) Meaningful practice1) Balance of Teacher/Learner and Learner/Learner

interaction

1) Balance of class/group/pair/individual practice

1) Sequencing of controlled and less controlled activities

N.B. The checklist does not describe competency levels

required


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ADVISORS ROLES

Role Model

Organiser

Nurturer Observer

Listener

Supporter

Informant

Conflict Manager

Enthusiast Action Planner

Skills Teacher

Theoretician

(Smith and West-Burnham 1993)


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PRODUCING TEACHERS CAPABLE

OF INDEPENDENCE OF THOUGHT

AND ACTION

Actively engaged in

critically examining

what

they do in theclassrooms

Programmed automata

delivering pre-selected

material


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ADVISORS POSITION

Help teachers focus on relevant areas

Guide towards performance levels aimed for

Assess level of development/needs ofteacher

Produce an ACTION PLAN based on

situation

Competency lists the menu for these

functions


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EXECUTION

Value the teachers perspective

Provide non-judgmental evidence

Listening the starting point Balance self-esteem and self-

actualization (Maslow 1970)

Avoid pre-judging


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BEST PRACTICE

Concepts/Skills on the edge of an

individuals knowledge (Vygotsky 1978)

Help the individual through the Zone ofProximal Development (ZPD)

Scaffolding (Bruner 1990)

Adopt and adapt - internalize


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THE ROLE OF THE COACH

Leading the teacher to new learning through

the classroom experience

Guiding critical dialogue about current practice

Providing framework to examine

Setting explicit targets

Reflecting in action (where possible)

Reflecting on action (Schon 1984)


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TEACHER AUTONOMY

THROUGH SELF-DISCOVERY

Restraints of Time & Personnel

Independent personalised professional

growth Look critically at own teaching

Take responsibilities/manage own learning

Prioritise short/long term planning Articulate/Refine views of teaching

process

(Wallace 1991)


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CONCLUSION

Feedback Session

Data Collection Training Needs

Advisor/Coach - Confidence

Observation in detail - Styles

Training Cycle Observation

Process

Teacher Autonomy

1

6

5

4

3

2

how tefl teachers can teach new vocabulary creatively2

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