Oxford Seminars:
Day 1 Part 2
June 11th: half day overview
Effective vs Ineffective teachers
• Teacher roles
• Teddy Stoddard anecdote
• Find it Fastest Skimming Game
• Break ≈ 2:15
Education Theory and MI Theory
• Types of Learners
• MI Theory
• Break ≈ 3:40
Diverse Student Needs and Lesson
Planning 1
• Differing student needs and
backgrounds
• How to work it
• Test-Teach-Test
• ESA: The Importance of
Engaging
Training Manual: Pages 46-47
• Look over the writing prompts
• Write your answers
• There’s no such thing as a wrong answer
Feedback
• Turn to a partner
• Share your answers with them
• Let’s list our ideas!
Teacher Roles
• Work with a partner
• What roles do you think teachers play?• 3+
• Harmer page 23- Were you right?
• Most interesting new ideas?
What other roles do you think teachers have?What do the various roles look like?Is one more beneficial than another?
The Teddy Stoddard Anecdote
• Read pages 44-45 in TM
• What is the message of this anecdote?
Game: Find it Fastest (48-49)
1: “Go”
2: “Stop”
3: Write and hold it up
Later, you will
need to debrief
this…
Why do we need a useful context?
Why should lessons be interesting?
Should you simplify the way you speak English?
List 3 physical rewards that can motivate students
Are all errors bad? Why/ why not?
Does native language affect English learning?
Why should we encourage students to think in English?
3 minutes: Read ESL Teacher Self-Evaluation *50-51
• Read the section
• What is your response to these ideas?
• Benefits? Disadvantages?
Pages 56, 57,66, and 67…
• How can these make someone a more effective teacher?
• Create a list of 3 do’s and 3 don’ts for teachers• Be sure to have
reasons for them!
Break!
Visual 18
Kinesthetic 15
Auditory 12
What type
of learner
do you think
you are?
Pair Inventory:
• Page 23
• Collect information about your partner
• Now, add up their scores, using page 24
• Any differences?
Later, you will
need to debrief
this…
Discussion:
• What are the problems with this 3 part division?
• Do you think there are more learning styles than this?
A Different Assessment
• You will receive a series of statements
• Mark each one T/F
• Add up your scores for each symbol ()
• Which one is strongest for you? What does each symbol mean?
Myself Smart
People Smart
Body Smart
Math Smart
Nature Smart
Word Smart
Picture Smart
Music Smart
5+ = very strong
3-4 = moderate
Less than 3 = developing
MI Theory: The Basics
• 1904- Paris• Find students “at risk”
• Intelligence Tests• Quantifiable
• Measured
Alfred Binet
1993: A New Idea…
• He was curious• How can people with
brain damage still cope or learn?
• New concept:• Ability to solve
problems
• Fashioning products in a context-rich and natural setting
Howard Gardner
Multiple Intelligence Theory
The difference between
“intelligence” and “aptitude”
*Intelligence implies that 1 is
more meaningful, valuable, or
somehow better than the other
*Each is equally as valuable, they
just operate differently
Everyone
has all 8…
They work
together
There are
many ways
in each
An Intelligence Poster: My Example
An Intelligence Poster: My Example
• Now that you’ve seen my example, your turn!• What is the intelligence?
• Who is a famous person related to it?
• What questions to ask when planning?
• How to bring it into subject matter?
• How to let students show understanding?
Now go see…
• Take notes as you walk around:
1) What intelligence?
2) A 3-7 word summary
3) What famous person?
4) 1-2 ways to bring it in
5) 1-2 ways to demonstrate understanding
Implementing an MI approach
• What are the benefits?
• What are the disadvantages?
• How to do it…?
Break!
How could learners be different from each other?
• Across a whole school/ language center?
• Within a class?
What do you guess are the characteristics of…
• Beginner students?
• Intermediate students?
• Advanced students?
Read Harmer pgs 16-19
• Why does he suggest 7 levels instead of 3?
• What’s the difference between a beginner and a false beginner?
• What are the differences between elem and pre-intstudents?
Brainstorms:
• With your group, brainstorm ways of approaching classes:
• With true and false beginners
• With beginners and elementary students
What are your ideas?
Pair Discussion:
• What is motivation?
• How does motivation influence students?
• What is motivating you to take this course?
Motivation Worksheet (A test-teach-test activity)
• Complete the worksheet
• You can work with a partner
• GOOD LUCK!
Later, you will
need to debrief
this…
Intrinsic vs. Extrinsic
Intrinsic
• Doing something because you find it rewarding
Extrinsic
• Doing something because you think
you’ll be rewarded for it (by others)
The overjustification effect: When people lose
interest or reduce intrinsic motivation for having too
much extrinsic motivation attached to it Ex: little kids
Now try to fix your answers on the worksheet- Will you get it right now?
Test-Teach-Test
• Step 1: Test students to see what they know
• Step 2: Fill in gaps in their knowledge
• Step 3: Re-test
Engage-Study-Activate (ESA)
• What do you think this means?
• Read pgs 51-53
What is the importance of Engage activities?
Sample lesson plans: 54-56
• Are these age and level appropriate activities?
• Why/ why not?
• Come up with a new engage activity…
What engage activities would you use for…
• An adult conversation class
• A children’s grammar class
• A composition course for teens
End of Day Recap:
• GTKY/Icebreakers
• Materials and Course Expectations
• Culture shock
• Effective vs ineffective teachers
• Teacher roles and self-evaluations
• Education theory/ MI theory
• Diverse student levels
• Motivation theory and diverse student motivations
• Lesson Planning: Engage
Homework:
• Debrief jigsaw reading, conver-stations, find-it-fastest, pair inventory, and test-teach-test activities
• Come up with 12 month personal goal timeline to counteract culture shock (MP)
• Harmer DVD: Video Clip 1 + p. 246: 1
Q & A/ Goals and Background Sheet
• If you have any questions, please ask!
• Fill in your background/goals sheet