TEFL6_week 4

• Engels
• HBO
• Studiejaar 2

TEFL 6 session 4 2019-2020

Work in progress

Learning objectives

• You can describe why and how brain breaks are used in class.
• You know what the guidelines for the flipping clip are.
  
• You can order correct and relevant information in your theoretical framework.
  
• You can apply the theoretical information about your topic for your specific teaching area in your teaching context.

Course outline

1. Warm-up
2. Team work
   
3. Brain break
4. Team work
5. Checkpoint & follow-up

Warm-up

Sink or swim together

Numbered heads answer these questions using next slide

WHY use brain breaks?

HOW use brain breaks?

Discuss why the use of brain breaks / energizers is good: to interrupt cognitive phase - follow attention span, often connecting both hemispheres for more efficient work afterwards: new energy. Brain breaks boost blood flow, send oxygen to the brain, and help kids better retain information. Research has shown that Brain Breaks increase students' on-task behavior AND the amount of physical activity they get every day so it's a win-win.

How do you use them: when you feel class/learners get stuck, run out of energy, literally need to move after sitting still too long, etc. Make it a short, well-organised break. Once students know the drill, it will only take 5-10 mins.

https:

More info on brain breaks and how to use them in class. If students like, you can try one out - see slides 7 and further.

Guidelines flipping clip

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

Use the slides before or while students are at work. In my group they wanted to know what the flipping clip should look like.

The form is free and can be 1 speaker, more speakers, just visual + audio, etc. But the clip should engage the audientce for about 8 minutes, so meaningful visualisation is key. Refer to requirements on assessment form.

Teams

1. Work on your theoretical framework for your topic by using the worksheet. Go over the instructions in your group.
   
2. Brainstorm applying this theory on your specific teaching area for your teaching context

Brain break

Explain the function of brain breaks - to reactivate the brain, to energise, very often by connecting both hemispheres. Offering choices is activating so also brain-friendly. The brain also likes colours, hence the colourful slides.

Choose a brain break at random or spin the wheel to decide.

1 Raise the roof

 Do the raise the roof move

keep it up without laughing,

which is near impossible.

last person standing clocks a new time record.

2 AND THEN...
One student says a sentence to start a story. The next student adds a new sentence to the story... continue until all of you have shared a sentence, and you have a class story!

3 SNAP WINK

Snap your right fingers while you wink your left eye. 

Snap your left fingers while you wink your right eye. 

Keep switching back and forth for one minute!

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.

5 FINAL COUNTDOWN

Teacher says “one”. 

Someone must stand and say “2”, 

then someone else must stand and says “3”. 

If two students stand up at the same time and 

call out the same number, start back at 1. 

Play for three minutes and keep track of how high you get. 

Try to beat your record next time!

Teams

1. Check: Try to answer questions on topic in your group.
   
2. Continue work on your theoretical framework for your topic by using the worksheet.
   
3. Brainstorm applying this theory on your specific teaching area for your teaching context

Learning objectives

• You can describe why and how brain breaks are used in class.
• You know what the guidelines for the flipping clip are.
  
• You can order correct and relevant information in your theoretical framework.
  
• You can apply the theoretical information about your topic for your specific teaching area in your teaching context.

Follow-up

1. SAVE + BRING all work done
   
2. KEEP working on your idea for your teaching context and teaching area.