Tuesday, April 25, 2017

Monday, April 24, 2017

Teaching Workshop Session #2 Overview

The first few weeks of Teaching Workshop in  Session#2 will focus on...
  • Experimenting with various ELT activities. These will gathering from assorted megalists, along with printed and online sources.
  • Engaging with material related to specific teaching strategies and 'tricks of the trade' and discussing how we can tweak these in our own teaching. 
Activity Sources
Activities will be posted on commented at TTPKitchen.blogspot.kr

Teaching Demonstration#1 Reflection
  • Check out the self-assessment criteria and reflection questions
  • Take another look at your Teaching Demonstration Overview
  • Watch your video  (Be observant, but be KIND)
  • Complete the Self Assessment form. 
  • Answer the reflection questions on the Teaching Demonstration Form (or if you prefer on the back of the assessment form)

Monday, March 27, 2017

Teaching Demonstration #1

Teaching Demonstration Ahoy!
  • 25-30 minute lesson demonstration
  • Must include some type of experimentation
  • Other Priorities: Realistic, Replicable,  Demonstrates TEE 
  • Demonstration should include opening, closing, all instructions, and at least one activity
  • Must be somewhat unique within your TTP class
  • Sources: your mini-presentation, other presentations, TTP courses, and/or TTP goals
  • Conferences (this week) 
  • Planning Time: March 29/30~ April 4/5
  • Demonstrations: April -4/6 ~ April 14
  • Teaching Demonstration Lesson Plan (make a copy and save in your Teaching Demonstration Folder)
  • Sign-up doc
Teaching English in English - Classroom English Megalist  * Checking for Understanding (ICQ & CCQ)  More TEE Resources

Monday, March 13, 2017

Teaching Workshop - Preparing for the first mini-presentation

Your Task: Find a specific aspect of teaching that you’d like to workshop.  This can be...

  • A Lesson Component - (e.g. start with a Bang!, engaging review, giving directions)
  • A Method  -  (e.g. speaking jigsaw, flipped classroom, fluency writing)
  • A Tool/Resource - (e.g. non-naughty pop songs, Quizlet)
  • A Language Skill - (e.g. coordinating conjunctions, past perfect progressive, asking for directions)

You will have 2--3 hours of TW time to research this, develop some tentative lesson materials, and prepare a mini-presentation for next week.   This will be an opportunity for you to frame the challenge, share your thinking and findings, and discuss possibilities in class -  not just 'Here's this awesome thing I've done.  Aren't I wonderful?!" but also "Here's what I've done and/or been thinking about.  Any questions, comments, or ideas?"

Have you ever thought to yourself, “Oh, I’d like to try ‘x’ in my class, but just don’t have the time”? Now you do :)

First, we will brainstorm possibilities  Please work together to list as many interesting TW topic options as possible and list them on our Group brainstorm Docs.

Monday, March 6, 2017

Extensive Reading - Introduction

Book Shopping Research
Book Request List
(post desired books here)

  •  GoodReads.com:                 

What is Extensive Reading?  From ER-Central.com
Extensive Reading (ER) is an approach to second language reading.
When learners read extensively, they read very easy, enjoyable books to build their reading speed and fluency. Another way to say this is students learn to read by actually reading rather than examining texts by studying the vocabulary, grammar and phrases. It is instructive to compare Intensive Reading (IR) with Extensive Reading.

Intensive Reading

For many teachers, there is only one way to teach reading which involves the teacher walking the whole class through a reading passage. The passage is usually short and the instruction is focused on carefully checking comprehension, studying the grammar and/or vocabulary, or developing a reading skill.

The benefits of Extensive Reading

Extensive Reading gives students chances to read longer pieces of reading, which they choose, which they can read at their own speed and at their own ability level. This can be done with Graded readers.

Characteristics of an Extensive Reading program:
  1. The Reading Materials is easy.
       Easy books build speed > Speed builds fluency. >  Fluency builds understanding.
  2. There’s a wide variety of material on a wide variety of topics. 
      We read different things in different ways, or different reasons.
  3. Learners choose what they want to read. 
    Interest leads to understanding… and to more reading
  4. Learners read as much as possible
    Probably in class.  Definitely outside of class.
  5. The purpose is usually pleasure, information, and general understanding 
    (Just like in real life)
  6. Reading is its own reward. 
    We are teaching the ‘joy of reading’.  It's not about the test.
  7. Reading speed is fast.  The need for speed = fluency
  8. Reading is individual and silent
    Most reading, in and out of class, is on one’s own and silent
  9. Teachers guide their students. 
    ER is different from what learners have experienced before. We need to show them how and why.
  10. The teacher is a role model.  “Reading is caught, not taught”.

10 Principles of Extensive Reading
 강좌의 운영방법 : 다독(Extensive Reading)은 많은 양의 독서와 외국어 학습자의 언어능력을 향상시키는 또 다른 활동을 통하여 외국어를 배우는 방법이다.
이 수업의 특징.
 1. 학생들은 수업시간에서 뿐만 아니라, 특히 수업시간 이외에 가능한 많은 책을 읽어야 한다.
 2. 여러 가지 다양한 방법을 사용함으로써 학생들이 책 읽는 것에 흥미를 가지도록 한다.
 3. 학생들은 자기가 읽고 싶은 책을 읽고, 재 미가 없는 책은  읽지 않아도 된다.
 4. 이 강좌의 목적은 책읽기를 통하여 즐거워야 하며, 책을 통해서 많은 지식을 얻고, 이해력을 기르는 것이다.
 5. 책을 많이 읽는 것만으로 충분하다.
 6. 학생들의 문법이나 단어수준을 넘어서는 책이 없기 때문에 책 읽는 동안 사전은 거의 필요가 없을 것이다.
 7. 책읽기는 개인적인 활동이다. 언제나 어디서나 학생들이 원할 때 책을 읽을 수가 있다.
 8. 이해하기 쉬운 책을 읽을 때 책 읽는 속도는 빨라진다.
 9. 선생님들 은 이 강좌의 목적과 수업방법에 대해 설명하고, 학생들이 무슨 책을 읽는지 알아야 하며, 학생들이 수업에 잘 참여하도록 이끌어 간다.
 10. 선생님 은 책읽는 학생의 본보기이기 때문에, 진정한 책읽는 것이 무엇인지 설명해줘야 한다.

Choosing your booksWe will be primarily using to kinds of books for Extensive Reading -
Graded Readers & Young Adult Fiction.
These will be available in the TTP Lounge.  BYO is welcome.  You can bring your own books to read and/or share.

What are Graded Readers?
Graded Readers are books of various genres that are specially created for learners of foreign languages. They may be simplified versions of existing works, original stories or books that are factual in nature. They are ‘graded’ in the sense that the syntax and lexis are controlled in order to make the content accessible to learners of the language. Publishers normally issue reader series with 4-6 different reading levels to suit a range of skill levels and allow progress over time.
Young Adult Fiction
Young adult fiction or young adult literature is fiction published for readers from 12 to 18. However, authors and readers of "young teen novels" often define it as written for those aged 15 to the early 20s. The subject matter and story lines of young adult literature are typically consistent with the age and experience of the main character, but this literature spans the spectrum of fiction genres.
Whatever you read, make sure to record it in your Personal Reading Log (in your TTP Journals Folder).

When selecting a graded reader, you want to choose books that are enjoyable to read.  This includes interesting content and written at an appropriate level. There are a variety of assessment tools for determining someone's reading level  Below are some online tools for determining reading levels.
This can also be accomplished pretty well using a page-flipping previewing activity described below. 

It is important for students to be able to assess a book quickly so they can choose a book they want to read. The previewing exercise is done as follows:

  • The teacher selects a pile of graded readers (more than he has students in the class).
  • The teacher chooses books of several different genres: mystery, romance, historical fiction and so on.
  • The teacher chooses books he thinks will be an unknown story to his students.
  • The teacher models doing a preview focusing on;
  • looking at the books cover
  • reading the back matter
  • looking at the chapter index
  • flicking through the book noticing any pictures
  • checking for a glossary
  • noticing the genre of the book
  • authors name
  • The teacher must stress the most important thing is to decide if you would want to read the book or not.
  • Students then receive a book from the teacher to preview.
As you read books (graded readers,short stories, or novels) make sure to record the details on your
Personal Reading Log