TEFL6_week 3

• Engels
• HBO
• Studiejaar 2

TEFL 6 session 3 2019-2020

Work in progress

Learning objectives

• You can state your personal learning objectives for this course (vakinhoudelijk/vakdidactisch).
• You can come up with learning objectives for your pupils/students.
  

• You can put together the theoretical framework for your topic.

Course outline

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

Warm-up

How autonomous can you make your learners?

Briefly run past the 6 topics to bring them back to memory so they recognise features in the video.

Reason to watch

Which elements in this lesson would / could you apply in your own teaching practice?

Discuss if this is really learner autonomy or just lazy teacher having the students do his work for him (check and hand in procedures)? What does the teacher do meanwhile? What do the pupils learn from this? Do they become better learners? Any things you can use in your lesson?

So what is learner autonomy?

link is on #OO for the group with this topic)

Teams

 1. Present theory that you brought

 2. Select useful and relevant information for A) a complete general definition and B) your teaching context & teaching area

3. Think of learning objectives for your pupils/students.

1. Groups first start team-building, just like with the Design Challenge- find out why the other group members have chosen this topic and what they expect to get from this complete course > students may have to adapt this after hearing all course info and requirements earlier during this class. The group members can help each other.
2. Next, they discuss their qualities (kernkwaliteiten) and preferences to divide tasks. Unlike with Design Challenge we do not set specific tasks - it's up to them to plan and organise themselves. 
3. Main thing to discuss in planning is: is it clear what they need to do for the flipping clip and when will they (each) work on the task?

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 BALANCING BOOKS

 Grab a book. 

Put it on your head. 

Walk around with the book on your head. 

If it falls, freeze until a classmate picks it up and puts it back on your head without dropping their own book. 

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 CRISS CROSS

Touch left hand to bottom of right foot five times. 

Touch right hand to bottom of left foot five times. 

Touch right hand to bottom of friend’s right foot five times. 

Touch left hand to bottom of friend’s left foot five times.

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. Select useful and relevant information for A) a complete general definition and B) your teaching context & teaching area

2. Think of learning objectives for your pupils/students.

3. Raise your hand if you've finished both 1 and 2.

1. Groups first start team-building, just like with the Design Challenge- find out why the other group members have chosen this topic and what they expect to get from this complete course > students may have to adapt this after hearing all course info and requirements earlier during this class. The group members can help each other.
2. Next, they discuss their qualities (kernkwaliteiten) and preferences to divide tasks. Unlike with Design Challenge we do not set specific tasks - it's up to them to plan and organise themselves. 
3. Main thing to discuss in planning is: is it clear what they need to do for the flipping clip and when will they (each) work on the task?

Checkpoint

What information about your topic was most interesting / amazing / useful / relevant for your teaching context or teaching area?

NEXT WEEK: checkpoint quiz 6 topics

Briefly check what was accomplished in the groups. Announce more specific checkpoint next week: more about the context to cover per topic ('quiz').

Learning objectives

• You can describe what you think makes learners autonomous
• You can state your personal learning objectives for this course (vakinhoudelijk/vakdidactisch).
• You can put together the theoretical framework for your topic.

Follow-up

1. SAVE all information collected by the team
   
2. STUDY all information individually
3. THINK of practical applications
4. BRING all information for the theoretical framework.