Saran
Seminar for teachers
New
approaches to teaching and learning
Aims and objectives of
the seminar
By the end of the seminar
teachers will:
-
know
each other better
-
know
more about dialogic approach and critical thinking
-
start
thinking critically
-
be
able to identify successful group work
1.
Greeting word for guests (5 min)
T1:
Dear guests and participants, we are very glad to see you here at our seminar.
Today Kazakhstan has 2011-2020 education strategic plan which shares the
similar aims and values with the highest performing countries of the world,
such as Finland, Singapore and the UK. These common aims are, first, to educate
young people about the culture of each country. Second, to prepare young people
to be critical thinkers who are able to access and use knowledge, develop
skills and good understanding.
Today
we are going to speak about new approaches to teaching and learning. How to
make our students more active using dialogic approach at lessons, using pair
and group work and how to make our students think critically.
2. Film about The
Center of Excellence (15 min)
T1: Now you’ll watch the
film about The Center of Excellence and about the presidential project
“In-service training programme for the teachers of the comprehensive schools of
the Republic of Kazakhstan”.
3. Presentation “New
approaches to teaching and learning” (70 min)
T1: And now we begin our
theoretical and practical part of the seminar “New approaches to teaching and
learning” (15 min).
Firstly, I’d like to
present you “The importance of dialogue in classrooms”
Mercer and Littleton (2007)
have shown that classroom dialogue can contribute to:
-
children’s
intellectual development
-
children’s
educational attainment (results)
Research suggests that both
interaction with adults and collaboration with peers (friends) provide opportunities
for children’s learning and for their cognitive development.
Activity 1. Acquaintance.
T1: Now, everyone stand
up and make two lines side by side. Some of you know each other, some of you
don’t. You’re to get acquainted. So, the task is to ask as many questions as
possible to know your opposites better until I clap. Then you must move on one
position. The first person must dance through the lines.
Activity 2. Grammar “The
degrees of comparison of adjectives” (10 min).
T2: Next task will also
help you know each other better. You may use this task with your students to
practice Grammar topic “The degrees of comparison of adjectives”. I am going to
tell you what to do, how to stand in a line.
-
We’ll
find somebody who has the longest and the shortest hair. Stand in a line
beginning with someone who has the longest, then a bit shorter and so on. The
line must be finished with someone who has the shortest hair. You are allowed
to ask questions. E.g.: Is my hair shorter/longer? Is her hair longer/shorter
than mine?
-
We’ll
find somebody who has the highest and the lowest hills. Stand in a line
beginning with someone who has the highest, then a bit lower and so on.
-
We’ll
find somebody who has the darkest and the lightest hair.
-
We’ll
find somebody who is the tallest and the smallest.
And
now make groups, don’t stand in a line.
-
Find
somebody who has the same colour of the eyes, make a group.
-
Find
somebody who was born the same month or season as you.
-
Find
somebody who has the same likes or dislikes as you.
Activity 3. “Present
Continuous” (10 min).
T1: Take your chairs and
sit in a circle.
a) Two
students are involved: 1 shows the action, the other one asks the question:
-
What
are you doing?
-
Don’t
you see? I’m dancing.
b) Three
students are involved: 1 shows the action, the other one asks the third the
question:
-
What
is she/he doing?
-
She/he
is reading.
c) Four
students are involved: two students show the action, the other student asks
another the question:
-
What
are they doing?
-
They
are talking.
Individual, pair and
group work (5 min).
T2: Let’s talk about
individual, pair and group work. You see the diagram which shows how students
learn.
When
students just listen to a lecturer they remember very little, less than 10%.
When
students just read without analyzing, hypothesizing they remember nearly 10%.
When
students just see, watch, listen to, they remember nearly 20%.
When
students demonstrate something they remember nearly 30%.
When
students discuss topics, problems, they remember nearly 50%.
When
students practice doing something, they remember nearly 75%.
And
students remember nearly 90% of information when they teach others, each other.
T2:
Now, you’ll be divided into groups according to numbers. I’ll tell you a
number, remember it. Teacher 2 counts participants. Then asks to reset: ones
sit at one table, twos at another etc.
Activity
4. “The Past Indefinite (Simple) Tense (10 min).
T2:
I have cubes which symbolize kinds of sentences: “+” – is an affirmative
sentence/statement, “-“ – is a negative sentence, “?” – is a
question/interrogative sentence. I’ll throw a cube to each team. You as a group
must discuss and make a sentence. When I clap you throw a cube to another
group, any you like, they make a sentence and so on. Each time different
members of the group must air the sentence.
The
T2 stops the game.
Activity
5. Relaxation “Antonyms” (5 min).
T1:
Everyone must stand up and come in the middle. I’ll be the first leader to show
how to play. Let’s make agreement we have four corners, when I say 2 antonyms
and point to different sides you must decide what word suits you and run to
that point very fast. The one who is the last is the leader. Let’s try.
-
a
cat and a dog
-
white
and black, etc.
Critical
thinking: learning and teaching to think critically (5 min).
T1:
Critical thinking has been described as “thinking about thinking”.
At
a basic level, the process of critical thinking involves:
-
Gathering
relevant information (observation)
-
Evaluating
and questioning evidence (analysis)
-
Drawing
warranted conclusions and generalizations (inference)
-
Revising
hypotheses on the basis of wider experience (interpretation)
Activity 6. Idioms (10
min).
T2: I’ll divide you into
groups again. Take figures and find your group: all the members of your group
have the same figures, but not the same colour.
Ok, I have idioms in one
hand and their explanation with the example in the other one. You must match
idioms with their definitions and explain why do you think you’re right.
Break.
Activity 7. Idioms and
proverbs (10 min).
T2: Change your groups:
find members of your group according to the colour of your figure.
The following pairs of
nouns always occur in a fixed order. Find the partner of the nouns in the first
column.
Activity 8. Brain ring. Riddles
(20 min).
T1: You’ll work as a
group again. You have two minutes to think about the name of your team and
explain your choice. You’ll see a riddle. If you know the answer, don’t cry out
or the score will be taken from your team. Every team has a signal card, raise
it up when you are ready to answer. If your answer isn’t right, the
team-opponent has a chance to get the score.
Let’s start.
By the end of the game
everybody counts the scores. The team-winner gets applause.
Activity 9. The tale
“Goldilocks & the three bears” (30 min).
T1: The next task
develops students’ creativity. You’ll watch and listen to a fairy-tale. Then
you’ll have 5 minutes to choose roles, prepare. Then you’ll perform this
fairy-tale.
Activity 10. Relaxation
“Let’s cook something” (10 min).
T2: Now, stand up,
please. Take your chairs and make a circle. I give you cards with the names of
products, you must remember what you are and when I name one or two products,
those who have the cards with them must stand up and run to another place, must
change places, when I say “Bread” everyone must change places. When you stand
up you may not sit on your place again, you must find another free place. The
one who stays without any place is the leader.
Activity 11. “Four
judges” (20 min).
T1: And again you’ll be
divided into groups. Take the stripes. Find stripes of the same length to sit
together.
Every group gets its hat
with a colour. Greens will be “against”. Reds will be “for”.
Yellows will be
“neutral”. And Blues will tell us facts they know.
The topic which we’re
going to discuss is “SMOKING”.
So, you have 10 minutes
for discussion in the group; choose a speaker to air your group’s views.
Final part. T1
and 2 thank guests for coming and attending the seminar, ask teachers to write
some words about the seminar on the stickers and put them on the apple-tree.
Then teachers are given certificates.
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