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Classroom dynamics_version 2.pptx

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Series of workshops 15 -16 ENGLISH LANGUAGE TEACHING Series of workshops 15 -16 ENGLISH LANGUAGE TEACHING

Professional Practices for ELT ü started on the 31 st of August ü 6 Professional Practices for ELT ü started on the 31 st of August ü 6 weeks of training ü free ü still possible to join (till October, 11 th) www. futurelearn. com

Classroom Dynamics Classroom Dynamics

Jigsaw puzzle How does the jigsaw puzzle present a metaphor for teamwork? Jigsaw puzzle How does the jigsaw puzzle present a metaphor for teamwork?

Metaphor for teamwork • each piece is a different shape but fits with the Metaphor for teamwork • each piece is a different shape but fits with the others (unique contribution) • the whole is better than the individual pieces • there are boundaries (e. g. pieces with a straight edge)

By the end of this workshop you will be able to: • define a By the end of this workshop you will be able to: • define a group and the concept of group dynamics • reflect on different patterns of classroom interaction and seating arrangement • evaluate different types of group activities and their effectiveness in promoting effective group dynamics

1. Group dynamics • Definition of a group? 1. Group dynamics • Definition of a group?

Group: definitions 1. Collection of individuals who have regular contact and frequent interaction, mutual Group: definitions 1. Collection of individuals who have regular contact and frequent interaction, mutual influence, common feeling of camaraderie, and who work together to achieve a common set of goals. (www. businessdictionary. com/definition/group. html) 2. A number of individuals assembled together or having some unifying relationship. (www. merriam-webster. com/netdict/group)

Group dynamics Group dynamics

A group dynamics? A group dynamics?

A group dynamics? A group dynamics?

What makes an effective group • • common goals (purposes) regular contact spirit of What makes an effective group • • common goals (purposes) regular contact spirit of co-operation (positive climate) co-ordination and commonly understood procedures • mutual support • clear roles and responsibilities

2. Patterns of interaction 2. Patterns of interaction

Classroom Activities • Almost all activities fit all three columns, so it is important Classroom Activities • Almost all activities fit all three columns, so it is important to focus on ‘the most appropriate’, i. e. which would be most effective. • Activities 6, 7 and 11 are perhaps more likely to be done individually.

3 -4. Seating arrangements I. Discuss the advantages and disadvantages of the seating arrangements. 3 -4. Seating arrangements I. Discuss the advantages and disadvantages of the seating arrangements. II. Watch the video and describe the seating arrangements (26: 14).

Seating arrangements a U-shape / whole class horseshoe b U-shape / whole class horseshoe Seating arrangements a U-shape / whole class horseshoe b U-shape / whole class horseshoe c small groups at three separate tables d boardroom style e small groups at two separate tables f small groups at four separate tables (E-shape)

Seating arrangements 1. Is there a seating arrangement that is better than others? 2. Seating arrangements 1. Is there a seating arrangement that is better than others? 2. What should guide our decision on changing seating arrangements? 3. Should seating be frequently re-arranged? 4. Why do learners want to sit in the same place with the same people? 5. Is there ever a need to move learners away from tables? 6. How does seating arrangement help to manage behaviour?

Seating arrangements - feedback ü learners sitting in the back are less likely to Seating arrangements - feedback ü learners sitting in the back are less likely to participate and more likely to chat ü rows reduce interaction ü learners generally prefer to sit in the same place with the same people – they may resist moving ü changes in seating patterns can have a negative physiological effect ü some children are isolated by their peers – clever seating arrangements can help to reduce the impact of this

Stages of group development Performing Norming Storming Forming 5 – Adjourning / Mourning (D) Stages of group development Performing Norming Storming Forming 5 – Adjourning / Mourning (D) Bruce Tuckman (1965)

5. Types of group activities 5. 1 Department XYZ e. g. , TNET - 5. Types of group activities 5. 1 Department XYZ e. g. , TNET - Totally Neat English Teachers 5. 2 Hot seat frenzy

5. 3 Funny dialogue A: What day is it today? B: Today is Wednesday. 5. 3 Funny dialogue A: What day is it today? B: Today is Wednesday. A: So, yesterday was Tuesday. B: Yes, and tomorrow is Thursday. Ø chewing gum Ø breathless after jogging Ø Agent 007 (secret agents meeting in the park) Ø aliens who met in space Ø people who hate each other Ø sitting in a library

5. 4 Live commentary Video clip 5. 4 Live commentary Video clip

Pyramid discussion • What are the seating arrangements? • Is it a group work? Pyramid discussion • What are the seating arrangements? • Is it a group work? • What is the focus of this activity? Video

 • optimum group size • changes in seating patterns • time of day • optimum group size • changes in seating patterns • time of day • planning time • grouping same ability learners or not • if it is ensuring balance between teacher input and practice • class sizes • if it is encouraging group discussions outside classroom time

Focus of each activity 5. 1 Department XYZ - group focus, establishing team identity Focus of each activity 5. 1 Department XYZ - group focus, establishing team identity 5. 2 Hot seat frenzy - language focus, revision of vocabulary, paraphrasing, using circumlocution 5. 3 The four walls - activity for grouping, language focus: giving opinions, providing reasons and arguments 5. 4 Live commentary - warm-up activity, communication and collaboration, different learning styles, language focus: describing events

Reflection ONE activity from the workshop you would recommend to your colleague Reflection ONE activity from the workshop you would recommend to your colleague

Useful reading Z. Dornyei & T. Murphy. CUP, 2003 J. Scrivener. CUP, 2012 Useful reading Z. Dornyei & T. Murphy. CUP, 2003 J. Scrivener. CUP, 2012

Thank you for your participation! Next workshop 18 th of November, 2015 Motivating teenagers Thank you for your participation! Next workshop 18 th of November, 2015 Motivating teenagers