breakout session template - startalk.umd.edu · new york university hindi / urdu startalk tasha...
TRANSCRIPT
Breakout Session Template: As a way to provide a common experience for all conference attendees, we are suggesting that you use the STARTALK Theme PowerPoint template • Consider STARTALK ppt template for your presentation.
– See the notes in gray boxes on the slides for clarification
– Please delete the gray instruction boxes as you insert your own materials
– Please add your own content, adding slides from the STARTALK Theme as you need them
New York University Hindi / Urdu Startalk
Tasha Darbes, PhD
MAKING THE MOST OF MICROTEACHING: BEST PRACTICES
SESSION OUTCOMES
• I can identify key components for designing effective microteaching experiences
• I can … help teachers transfer what they learn to their teaching practice
• I can … give effective feedback to encourage reflective practice
Do what I say…?
?
WHY THIS SESSION? • Accepting the Challenge
• How do we build
a better teacher?
How do you learn to teach?
• Teachers come to the program with experiences of learning in schools and classrooms
• These experiences inform their unconscious expectations of what the role of a teacher is and what a classroom should look like
• Teachers may also have acquired teaching habits
• How can a teacher training program create a change in actual teaching practice?
Microteaching: Teachers learn by doing
• NYU Startalk has trained Hindi and Urdu teachers since 2008
• We began to include a microteaching component after 2 years of unit plan presentations to make the program more hands-on and interactive
• Over the years, the microteaching component has developed into a central experience of our training program
Microteaching over the years
• Phase 1: Microteaching lessons to other teachers (Hindi / Urdu teachers and Arabic / Persian teachers) – Had a ‘teach’ / ‘reteach’ component-literacy focus
• Phase 2: Microteaching lessons to ‘zero beginners’ – Included reflection and oral emphasis but no models
or rubric
• Phase 3: ‘Zero beginner’ or heritage – Included models, reflection, rubric, and rewrite
My Story Illustrates . . .
• How to effectively structure microteaching experiences
• Let’s brainstorm some!
Sample Rubric Strategy I:
Emerging/Exploring
II:Applying/Integrating
III:Integrating/Innovating
UseofTargetLanguage
StayintargetlanguagemostofthetimeUseofvocabulary/grammarmaynotbeappropriateattimes
MaintaintargetlanguageatalltimesUseappropriatelevelofgrammar/vocabularywhenspeaking
Structurelessontoincreasestudents’abilitiesgraduallyRespondtostudentscomprehensionandadjustlevelofdifAicultyinresponse
Sample Rubric Student-Centered
ParticipantsdominatetalktimeduringactivitiesStudentsonlyparrotlanguage,donotproduce
BalancebetweenteachertalkandstudenttalkStudentsproducelanguageindependently
Teachertalkisminimal–studentstalkmoreStudentsdirectactivityanduselanguagespontaneouslyduringinterpersonalpractice
EnsureMeaningfulInteraction
Theme/topicischosentoteachgrammatical/vocabularywithoutreferencetoreal-world,meaningfulcommunication
Theme/topicischosentoteachreal-world,meaningfulcommunication
Theme/topiciscloselyalignedwithstudentneedsforreallifecommunicationCreative
IntegrateLanguage,Culture&Content
Lessondoesnotintegrateculture/content
Lessonhassomereferenceto‘surface’culture
Lessonencouragesdeeperunderstandingofculture
How can we give effective feedback?
• Let’s watch some samples of microteaching
• Using the categories of the rubric, let’s think about what kind of feedback we can give these teachers on their lessons
• Use of target language
• Student Centered
• Ensured Meaningful Language
• Integrated Language, Culture and Content
CHALLENGES
• How do we develop the process of transferring lessons learned in microteaching to changing teaching habits?
• REFLECTIVE PRACTICE
Gibbs Reflective Model
Lessons Learned?
• One key component of microteaching is effective feedback after the lesson
• Effective feedback first guides the teacher through the reflective process through open-ended questions before offering evaluation
Generate questions: What can you ask to guide reflective practice after microteaching? • Description:
• Feelings:
• Evaluation:
• Analysis:
• Conclusion:
• Action Plan:
BENEFITS of your Story FOR PARTICIPANTS
• This is what worked in our program.
• What works in yours? How could you use what we discussed today to improve your teachers’ performance?
CONCLUSION
• Thank you!
• Tasha Darbes, PhD
• Lead Instructor, NYU Startalk
• http://www.nyu.edu/gsas/dept/mideast/hindi/startalk.html
• My email: [email protected]