TEFL6_week 5

• Engels
• HBO
• Studiejaar 2

TEFL 6 session 5 2019-2020

Work in progress

Learning objectives

• You can select useful tools to deal with mixed ability in the language classroom
• You can apply the theoretical information about your topic for your specific teaching area in your teaching context.
  
• You can prepare the script/storyboard of your flipping clip.

Course outline

1. Warm-up
2. Team work
   
3. (Brain break on demand)
4. Follow-up

Warm-up

WHAT ways to deal with mixed ability do you see?

WHICH of these tools can you use in your teaching practice?

0

Special needs  class with a lot of facilities to cater for the differences

Differentiation

different instructions + task + outcome 

+ grouping + questioning + expectations

> scaffolding: writing frames

> better classroom management

Briefly discuss the tools shown in the video and the scaffolding offered per student. Use the picture to show how grouping can help when differentiating: mixed groups, same needs groups, same task groups, expert groups, skills groups, etc.

Ask students if they have ever worked with writing frames, and also with different forms for groups of students (slightly different task, question, outcome. Do they like the idea?

Also discuss the fact that using methodology can help deal with behavioural problems too. Good preparations and tasks tailored to work for these students are a great help.

Teams

1. Complete your theoretical framework and practical application: how will you apply your topic with your teaching area in your teaching context. 
2. Brainstorm about the flipping clip, make a plan and divide tasks.

Guidelines flipping clip

• aim: inform & inspire language teachers
• content: 1) definition, 2) practical application, 3) reference to relevant theory (justification) > check assessment form
  
• format: free but do VISUALISE!

Use this slide if students have questions about the clip. 

Tell them the feedback form for the flipping clip is on #OO - for those who want a preview.

Brain break

Can be used to do a brain break plenary or for an individual group like I did in week 4

4. Simon says ...

Teacher gives a command that involves movement

Everyone has to comply with command

Student is next and

appoints someone else

Do 10 in 60 seconds.

4. Simon says ...

Teacher gives a command that involves movement

Everyone has to comply with command

Student is next and

appoints someone else

Do 10 in 60 seconds.

Teams

1. Complete your theoretical framework and practical application: how will you apply your topic with your teaching area in your teaching context. 
2. Brainstorm about the flipping clip, make a plan and divide tasks.

Learning objectives

• You can select useful tools to deal with mixed ability in the language classroom
• You can apply the theoretical information about your topic for your specific teaching area in your teaching context.
  
• You can prepare the script/storyboard of your flipping clip.

Follow-up

1. SAVE + BRING all work done
   
2. BRING everything you need to make / record the flipping clip.

Some groups will be ready to film/record next week, some will still need time to discuss the details. ITP students will miss next class so the teams will divide tasks evenly themselves. teacher-friendly :-)