Teaching English Through English

Introductions

Join the Telegram Group for your Region

All weekly assignments will involve posting in Telegram how you used specific strategies in your class.

Weekly Presentations: TESOL 6 Principles

Week 1- Week 4:

Principles 1

Overview of 6 Principles

Principle 1: Know your learners

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Principles 2- 3

Principle 2: Create conditions for language learning

Principle 3: Design high-quality language lessons

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Principles 5- 6

Principle 5: Monitor and Assess students language development

Principle 6: Engage and Collaborate within a community of practice

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Micro Teaching

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Weekly Presentations: Teaching English through English

Week 5- Week 7

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Module 0 & 1:

Building Routines in English

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Module 2:

Giving Clear Instructions

Module 3:

Effective Question and Answer

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Module 4:

Checking Comprehension

and Providing Feedback

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Week 8- Week 12

Module 5:

Increasing Classroom Interaction

Module 6:

PTRA – Plan, Teach, Reflect, Adjust

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Module 7:

Extending Textbook Activities

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Module 8:

Creating and Facilitating Visually Stimulating Tasks

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Module 9:

Facilitating Discussions and Debates

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Module 10:

Managing Cooperative Activities

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Reflection Week

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Week 1

Introduction

& Principle 1

Teaching English Through English

Overview of The 6 Principles for Exemplary Teaching of English Learners

Objectives

I can…

• understand the general purpose of this workshop.

- say the general notion and the concept of the 6Ps.

- prepare and deliver lessons effectively concerning to the learners interest.

- learn how to use activities for creating friendly learning atmosphere

Title. Overview of The 6 Principles for Exemplary Teaching of English Learners

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Welcome Message

Our team is pleased to have you with us. On behalf of all the organizers, coordinators, coaches of this project let us say Congratulations and welcome to the team!

Today, together with you we are going to start the next stage of this project, which are created an opportunity to enrich and enlarge your knowledge and skills in teaching English effectively. Together with you we are great and strong team.We believe that what a strong group of people can accomplish together is much larger, far greater, and will exceed what an individual can achieve alone.

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Good morning dear Colleagues,

Daily Quote

“Education is the most powerful weapon which you can use to change the world”

– Nelson Mandela

Daily

Agenda

Use these Adjectives

Activity. Snowball: Name+Adjective

Topic. Overview of the 6Ps

Activity Scavenger Hunt

Topic. Overview of the 6Ps

Activity Scavenger Hunt

Topic. Overview of the 6Ps

Activity. Overview:

Think-Pair-Share

Communicative Teaching Techniques Log

Review where you can experiment with a new technique each week in your classes.

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1.What worked well?

2. What can be improved?

3. How did the student’s respond to the activity?

New Terms Log

Write new terms as we learn them throughout our course.

Wrap-up Reflection Activity Tracker

Scavenger Hunt

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For the wrap up at the end of the session, you can t reflect on the sample activity you have experienced by answering the questions written in the table chart

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Activity Tracker:

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1. What did we do?

2. How did we do it?

3. Why did we do it?

4. How can I adapt this activity to use in my classroom?

Week 1

Principle 1

www.the6principles.org

ACTIVITY

Stand Up / Sit Down

DIRECTIONS – Stand Up / Sit Down

1. Listen to and/or read each statement. If it is true for you, stand up. If it is not true for you, sit down.
2. Look around so you can learn new information about your colleagues.
3. EXTENSION: Ask follow-up questions to people near you.

MODELING – Stand Up / Sit Down

1. I live in the United States.
2. I have taught English for more than 25 years.
3. I have a pet.

ACTIVITY – Stand Up / Sit Down

Stand up if you . . .

• like to visit new places.
• have a passport.
• have traveled by plane.
• have visited the United States.
• would like to travel to space.
• can stand on one foot for 10 seconds (show us!)

www.the6principles.org

ACTIVITY: MODELING

Turn and Talk / Activity Tracker

DIRECTIONS – Turn and Talk / Activity Tracker: Stand Up / Sit Down

After each activity, you will talk in your table-group about these four questions:

1. What did we do?
2. How did we do it?
3. Why did we do it?
4. How can I adapt this activity to use in my classroom?

As you discuss each activity, take notes on your Activity Tracker.

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MODELING – Turn and Talk / Activity Tracker: Stand Up / Sit Down

www.the6principles.org

How We Learn English

ACTIVITY – Turn and Talk / Activity Tracker: Four Corners

www.the6principles.org

What Teachers Need to Make Effective English Lessons

What Teachers Need to Make Effective English Lessons

1. Teachers need to use many different resources.

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pictures

hand /face expressions

interactions

routines

technology

What Teachers Need to Make Effective English Lessons?

2. Teachers need to help students use their own resources.

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knowing another language

having a friendly smile

playing a musical instrument

finishing a previous level

using a bilingual dictionary

What Teachers Need to Make Effective English Lessons

3. Teachers need to know a lot about English.

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What are the most important words/phrases to learn?

What are the most useful sentence patterns to learn?

What are the formal rules of grammar?

How can we combine phrases to make longer sentences?

www.the6principles.org

The 6 Principles

www.the6principles.org

PRINCIPLE 1

Know Your Learners

PRINCIPLE 1: Know Your Learners

BEST PRACTICE 1

Teachers collect information about their students.

PRINCIPLE 1: Know Your Learners

Characteristics of Specific Age Groups

PRINCIPLE 1: Know Your Learners

What kinds of information can you collect?

• prior knowledge
• talents
• interests
• life experiences
• influences
• characteristics of specific age groups

PRINCIPLE 1: Know Your Learners

Characteristics of Children in Different Age Groups

• Physical – body
• Cognitive – brain
• Social-emotional – experiences, expressions, and emotions

www.the6principles.org

ACTIVITY

Jigsaw Reading

DIRECTIONS – Jigsaw Reading

Jigsaw activities promote cooperative learning by giving students the opportunity to actively help each other understand information.

DIRECTIONS – Jigsaw Reading

1. Count off 1, 2, 3, 4, 5 in your table groups. Remember your number for your Numbered Heads Together group.
2. Go to your Numbered Heads Together group. If your group is too large, you can divide into smaller sub-groups.
3. Read, discuss, and clarify meaning for the physical, cognitive, and social-emotional characteristics of your assigned group for 15 minutes.

DIRECTIONS – Jigsaw Reading

4. After 15 minutes, return to your table-group as

the “expert” of your assigned age group. As the expert, you will summarize the characteristics of your age group while your table-group mates take notes. Be ready to answer and clarify meaning for them.

MODELING – Jigsaw Reading

PRINCIPLE 1: Know Your Learners

2–5 years old

Physical

• I like to move. I don’t like to sit for a long time.
• I am starting to run, climb, jump, and throw.
• I am starting to draw, color, build with blocks, and cut with scissors.

Pre-primary

(Pre-K-K)

PRINCIPLE 1: Know Your Learners

2–5 years old

Cognitive

• I see the world from my point of view.
• I am developing language and ideas.
• I show pre-logical or semi-logical thinking.
• I use my imagination. I don’t always separate fantasy from real life.
• I do one task at a time. I cannot do two or more tasks at the same time.

Pre-primary

(Pre-K-K)

PRINCIPLE 1: Know Your Learners

2–5 years old

Social-emotional

• I am very curious. I use my imagination a lot.
• I like to wear different clothes and pretend to be a different person.
• I understand things through my emotions.
• I understand the world as good or bad, right or wrong, etc.
• I understand the ideas of right and wrong.
• I want to make adults feel happy.

Pre-primary

(Pre-K-K)

PRINCIPLE 1: Know Your Learners

6–8/9 years old

Physical

• I use one side of my body more than the other side.
• I prefer to use either my right hand or left hand most of the time.
• I am improving my ability to run, climb, jump, throw, and dance.
• I love to play physical games like “Tag” and “Catch.”
• My handwriting is improving.
• I enjoy art and music activities.

Lower Primary

(Grades 1–3)

PRINCIPLE 1: Know Your Learners

6–8/9 years old

Cognitive

• I can concentrate for a longer time, but I can still get restless and lose interest.
• I can solve specific problems, such as counting and sorting activities.
• I understand new concepts better through activities that let me touch and feel.
• I can recognize other people’s views, but I can’t always understand why they feel that way.
• I am starting to understand cause and effect and consequences.

Lower Primary

(Grades 1–3)

PRINCIPLE 1: Know Your Learners

6–8/9 years old

Social-emotional

• I am developing a sense of identity. I am starting to understand who I am.
• I enjoy being with people, including people from different backgrounds.
• I identify more with children of the same gender.
• I need rules to control my behavior and to provide structure and a feeling of safety.
• I am starting to play more games and sports and less fantasy play.

Lower Primary

(Grades 1–3)

PRINCIPLE 1: Know Your Learners

9–11 years old

Physical

• My small and large muscles are getting stronger because I do a lot of physical activities.
• I am very active. I like to ride bikes, run, play soccer, or do gymnastics.
• I am starting to play team sports.
• My small muscles are developing more, and my handwriting is improving.

Upper Primary

(Grades 4–6)

PRINCIPLE 1: Know Your Learners

9–11 years old

Cognitive

• I can concentrate for a longer time on school assignments and tasks.
• I think logically. I like to work on real tasks which have a goal, such as gardening, taking care of animals, or science experiments.
• I can understand other people’s opinions.
• I am beginning to solve problems and can classify things by rank. I understand that a problem can have more than one solution.

Upper Primary

(Grades 4–6)

PRINCIPLE 1: Know Your Learners

9–11 years old

Social-emotional

• I am beginning to understand my position in relation to the world.
• I like to be with people. I want to spend more time with my friends than my family.
• I am more independent and can make decisions by myself.
• My relationships with people are more confusing.

Upper Primary

(Grades 4–6)

PRINCIPLE 1: Know Your Learners

12–14 years old

Physical

• My body and skin are changing a lot (girls develop two years before boys).
• I worry about my appearance, and I think a lot about how other people look.

Young Teenagers

(Grades 7–9)

PRINCIPLE 1: Know Your Learners

14–17 years old

Cognitive

• I understand that questions have many answers.
• I can work independently.
• I make good plans and better decisions.
• I can manage group work without much help from teachers.
• I understand the results of my actions.

Middle Teenagers

(Grades 10–11)

PRINCIPLE 1: Know Your Learners

12–14 years old

Cognitive

• I think I understand most things.
• I can solve problems better.
• I express myself better in speaking. I argue more and question what others tell me.
• I am excited for learning.
• I think about and test unproven and non-specific ideas.
• I take more risks and do things without thinking about the result.
• I have strong opinions.
• I see things as good or bad, right or wrong.

Young Teenagers

(Grades 7–9)

PRINCIPLE 1: Know Your Learners

12–14 years old

Social-emotional

• I think about myself the most.
• I am very emotional.
• I want to belong to the popular group of students.
• My classmates and popular trends influence me.
• I need my classmates to accept me. I am less affectionate to adults. I may seem rude.
• Part of me wants to be independent, and the other part still needs to be dependent.

Young Teenagers

(Grades 7–9)

PRINCIPLE 1: Know Your Learners

14–17 years old

Physical

• My body stops growing.

Middle Teenagers

(Grades 10–11)

PRINCIPLE 1: Know Your Learners

14–17 years old

Social-emotional

• I focus more on individual friendships and less on groups.
• I like to spend time with mixed groups of girls and boys.
• I understand my role in society more.
• I am starting to think about my future (career, beliefs, philosophy, social causes). I think more about the world beyond myself.

Middle Teenagers

(Grades 10–11)

www.the6principles.org

ACTIVITY

Turn and Talk / Activity Tracker:

Jigsaw Reading

ACTIVITY – Turn and Talk / Activity Tracker: Four Corners

www.the6principles.org

ACTIVITY

Thumbs Up / Thumbs Down

ACTIVITY – Thumbs Up / Thumbs Down

1. The 6 Principles come from three years of research.
2. We can learn about characteristics of children at different age groups by looking at their physical, cognitive, and social-emotional stages.
3. A jigsaw activity is a good way for students to help each other build comprehension in a small group.

Principle 1: Know Your Learners

BEST PRACTICE 2

Teachers plan lessons to collect and use information about students.

PRINCIPLE 1: Know Your Learners

What kinds of lessons can you plan to gather information about students?

• games and warm-up activities
• questionnaires
• needs assessments
• interest and background inventories
• observation checklists
• one-on-one discussions
• picture stories
• autobiography projects

Week 2

Teaching English Through English

Principle 2

Video # 1:

In this video you will learn about…

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Topic

www.the6principles.org

PRINCIPLE 2

Create Conditions for Language Learning

DIRECTIONS – Personal Inventory

1. Read each statement.
2. Rate yourself with the following criteria:
• A – always or almost always
• S – sometimes
• N – never or almost never
3. Put a star (★) next to the three statements you most want to improve on.

MODELING – Personal Inventory

www.the6principles.org

ACTIVITY

Think-Pair-Share

DIRECTIONS – Think-Pair-Share

1. Think about the question that you hear and/or read.
2. Pair with a partner, and discuss your answers.
3. Share in a larger group.

MODELING – Think-Pair-Share

Question: What are some activities that we have done today that could motivate students in my classroom?

Principle 2: Create Conditions for Language Learning

BEST PRACTICE 1

Teachers create a positive and organized classroom where students feel happy and comfortable.

PRINCIPLE 2: Create Conditions for Language Learning

Think-Pair-Share

What are some ways you can create a positive and organized classroom where students feel happy and comfortable?

PRINCIPLE 2: Create Conditions for Language Learning

Personal Inventory 1–10

1. _____ I greet students individually as they enter class.
2. _____ I use community-building tasks regularly.
3. _____ I have a class routine so students know what to expect.
4. _____ I create opportunities for students to learn each other’s names.
5. _____ I have a plan for new students in my class.
6. _____ I find ways to communicate with my students individually.
7. _____ I know all my students’ names.
8. _____ I demonstrate respect and cooperation.
9. _____ I appear to be a motivated teacher.
10. _____ I praise students for effort and dedication.

PRINCIPLE 2: Create Conditions for Language Learning

BEST PRACTICE 2

Teachers demonstrate that they have high expectations of all students.

PRINCIPLE 2: Create Conditions for Language Learning

Think-Pair-Share

How do you demonstrate that you have high expectations of all students?

PRINCIPLE 2: Create Conditions for Language Learning

Personal Inventory 11–15

11. _____ I provide multiple opportunities for my students to have success.

12. _____ I show students that I believe they can learn at a high level.

13. _____ I teach students new study skills and strategies.

14. _____ I help students set challenging but achievable learning goals.

15. _____ I help students overcome obstacles to learning.

PRINCIPLE 2: Create Conditions for Language Learning

BEST PRACTICE 3

Teachers plan lessons that motivate students.

PRINCIPLE 2: Create Conditions for Language Learning

Think-Pair-Share

How do you plan lessons to motivate students?

PRINCIPLE 2: Create Conditions for Language Learning

Personal Inventory 16–20

16. _____ I show students how to practice English outside class.

17. _____ I help students make connections from their learning to their own lives.

18. _____ I make language learning enjoyable.

19. _____ I use a variety of approaches to appeal to different students.

20. _____ I create ways for students to be active as soon as they walk in class.

www.the6principles.org

ACTIVITY

Turn and Talk / Activity Tracker:

Think-Pair-Share

ACTIVITY: Turn and Talk / Activity Tracker: Think-Pair-Share

Wrap-up Reflection Questions

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For the wrap up at the end of the session, you can set up instructional routines such as paired or group reflection for sharing.

Your reflective wrap-up questions can be:

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• What is one thing that you learned today?

• What is one question that you still wonder?

• What is one way someone helped you to learn?

Homework

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(Handout )

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Telegram Group Discussion

• Post your reflection in the Telegram group. Read your peers’ posts and comment at least to two posts by using ‘reply’ function in the Telegram chat.

Teaching English Through English

Principle 3

Design High-Quality Lessons for

Language Development

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Principle 3

PRINCIPLE 3: Design High-Quality Lessons for Language Development

BEST PRACTICE 1

Teachers prepare lessons with clear language objectives and share the objectives with their students.

PRINCIPLE 3: Design High-Quality Lessons for Language Development

When creating objectives, teachers need to ask these questions:

• What do my students specifically need to understand when they listen?
• What do my students specifically need to say when they speak?
• What do my students specifically need to understand when they read?
• What do my students specifically need to write about?

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PRINCIPLE 3: Design High-Quality Lessons for Language Development

The answers to those questions help you decide what language functions your students need.

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Language functions are what students DO with the language.

PRINCIPLE 3: Design High-Quality Lessons for Language Development

• Orally name five items you need to take on a vacation.
• Orally compare the weather in your city to the weather in Paris.
• Describe what is happening in a picture of a beach in five or more written sentences.
• Sequence the events of a story you read about �Olga’s trip to Samarkand.

PRINCIPLE 3: Design High-Quality Lessons for Language Development

After you know what the language functions are, you can decide what language forms students need.

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Language forms are the structures (grammar) and vocabulary that students need to perform the function.

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PRINCIPLE 3: Design High-Quality Lessons for Language Development

Orally compare the weather in your city to the weather in Paris.

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• weather vocabulary
• comparatives
• present simple

PRINCIPLE 3: Design High-Quality Lessons for Language Development

Describe what is happening in a picture of a beach in five or more written sentences.

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What language forms do the students need to master this objective?

• _____________
• _____________
• _____________
• _____________
• _____________

PRINCIPLE 3: Design High-Quality Lessons for Language Development

After you create the objective, ask yourself these questions:

• What will I observe each student do?
• How can I measure each student’s success?

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Remember, the clearer the objective is, the easier it will be to observe and measure!

PRINCIPLE 3: Design High-Quality Lessons for Language Development

Next, think about the support you need to give students to help them master the objective.

• vocabulary practice
• grammar instruction
• multiple opportunities for practice
• focused feedback

PRINCIPLE 3: Design High-Quality Lessons for Language Development

Then, think about how you will communicate the objective to the students.

• writing on the board / showing on screen
• reading aloud
• demonstrating or modeling / showing examples

PRINCIPLE 3: Design High-Quality Lessons for Language Development

Think-Pair-Share

Finally, decide how you will encourage your students to participate.

PRINCIPLE 3: Design High-Quality Lessons for Language Development

BEST PRACTICE 2

Teachers use oral and written English that students can understand.

PRINCIPLE 3: Design High-Quality Lessons for Language Development

PRINCIPLE 3: Design High-Quality Lessons for Language Development

How can teachers adapt their language?

• Speak clearly.
• Speak at a slower speed for beginner students and a normal speed for advanced students.
• Repeat information in different ways.
• Use hand and face expressions.
• Stress important words.
• Write key words when speaking.

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PRINCIPLE 3: Design High-Quality Lessons for Language Development

How can teachers give clear directions?

• Use the same classroom management and routines every day.
• Give simple directions with patterned language.
• hand clapping
• rhymes
• hand and face expressions
• signals
• Divide tasks into smaller parts.
• Model every part of a task.

PRINCIPLE 3: Design High-Quality Lessons for Language Development

BEST PRACTICE 3

Teachers have active classrooms where students can actively practice English with interesting topics.

PRINCIPLE 3: Design High-Quality Lessons for Language Development

How can you give students more opportunities to participate?

• Be sure that you do not just rely on “good speakers” (Numbered Heads Together, Think-Pair-Share).
• Ask follow-up questions:
• “Say more on that.”
• “Do you agree or disagree with that?”
• “Why do you think that?”
• “Explain why you chose this answer.”

PRINCIPLE 3: Design High-Quality Lessons for Language Development

How can you use active language throughout a lesson?

www.the6principles.org

ACTIVITY

3-2-1 Uzbekistan!

ACTIVITY: 3-2-1 Uzbekistan!

• Best Practice 1: Teachers prepare lessons with clear language objectives and share the objectives with their students.
• Best Practice 2: Teachers use oral and written English that students can understand.
• Best Practice 3: Teachers have active classrooms where students can actively practice English with interesting topics.

ACTIVITY: 3-2-1 Uzbekistan!

1. Write the name of your assigned region of Uzbekistan.
2. Work with your table-group to add the 3-2-1 information in the boxes.
3. Transfer all of the information to poster paper.
4. Be ready to answer questions about your region and ask questions about other groups’ regions. You can add drawings if you like.

MODELING: 3-2-1 Uzbekistan!

ACTIVITY: Turn and Talk / Activity Tracker: 3-2-1

REVIEW and WRAP-UP

Review: Retell your partner what you learned about Principles 1-3. How did we facilitate your learning today?

Extend: 6Ps Resources Graphic Organizer, What other activities do you know that might support each principle? Add a few to the notes column.

Reflect: What questions do you have? What connections are you making between The 6Ps and your teaching?

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Wrap-up Reflection Questions

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For the wrap up at the end of the session, you can set up instructional routines such as paired or group reflection for sharing.

Your reflective wrap-up questions can be:

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• What is one thing that you learned today?

• What is one question that you still wonder?

• What is one way someone helped you to learn?

Homework

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(Handout )

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Telegram Group Discussion

• Post your reflection in the Telegram group. Read your peers’ posts and comment at least to two posts by using ‘reply’ function in the Telegram chat.

Week 3

Principle 4

Objectives

• I can
• I can
• I can
• I can

Title

Welcome Message

Finally, we will reflect in class and for homework to share our ideas about routines in our Telegram groups.

Daily Quote

Daily

Agenda

Video # 1:

In this video you will learn about…

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Divide the participants into smaller groups and … (Handout )

Topic

Introductions

Today’s Objectives

Participants will be able to

• identify The 6 Principles for Exemplary Teaching of English Learners;
• explore Principles 4, 5, and 6 in more detail;
• develop and present a micro-teaching lesson on travel; and
• plan a mini 6Ps training.

www.the6principles.org

ACTIVITY

Penny for Your Thoughts

DIRECTIONS – Penny for Your Thoughts

1. Pick up a penny on your table.
2. Look at the year it was made.
3. Think of an important event in your life from that year that you feel comfortable sharing �with others (if it is a year before you were born, you can exchange your penny with another person).
4. Share the event with your table-group.

www.the6principles.org

ACTIVITY

Turn and Talk / Activity Tracker:

Penny for Your Thoughts

ACTIVITY: Turn and Talk / Activity Tracker – Penny for Your Thoughts

www.the6principles.org

Review of Principles 1, 2, and 3 of

The 6 Principles for Exemplary Teaching of English Learners

(The 6 Ps)

www.the6principles.org

www.the6principles.org

PRINCIPLE 4

Adapt Lesson Delivery as Needed

PRINCIPLE 4: Adapt Lesson Delivery as Needed

BEST PRACTICE 1

Teachers check student understanding often.

PRINCIPLE 4: Adapt Lesson Delivery as Needed

What are some active ways to check student understanding?

• Turn and Talk
• Think-Pair-Share
• Response Cards
• Thumbs Up / Thumbs Down

PRINCIPLE 4: Adapt Lesson Delivery as Needed

BEST PRACTICE 2

Teachers adapt their teaching when it is necessary.

PRINCIPLE 4: Adapt Lesson Delivery as Needed

www.the6principles.org

ACTIVITY

Adapting 3-2-1 Uzbekistan!

DIRECTIONS: Adapting 3-2-1 Uzbekistan! for Your Classrooms

1. Look back at the notes from the 3-2-1 Uzbekistan! handout from Day 1.
2. In today’s table-group, choose a grade level/age of students to use this lesson with (e.g., 7th grade Beginners, 11th Grade Advanced). Refer to the Textbook Pages handout from Day 1 for inspiration.
3. Decide how you need to adapt the lesson for these students. Include a teacher support, a material support, and a social support.

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Wrap-up Reflection Questions

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For the wrap up at the end of the session, you can set up instructional routines such as paired or group reflection for sharing.

Your reflective wrap-up questions can be:

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• What is one thing that you learned today?

• What is one question that you still wonder?

• What is one way someone helped you to learn?

Homework

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(Handout )

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Telegram Group Discussion

• Post your reflection in the Telegram group. Read your peers’ posts and comment at least to two posts by using ‘reply’ function in the Telegram chat.

Teaching English Through English

Principle 5

Objectives

• I can
• I can
• I can
• I can

Title

Welcome Message

Finally, we will reflect in class and for homework to share our ideas about routines in our Telegram groups.

Daily Quote

Daily

Agenda

Video # 1:

In this video you will learn about…

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Divide the participants into smaller groups and … (Handout )

Topic

www.the6principles.org

PRINCIPLE 5

Monitor and Assess Student Language Development

PRINCIPLE 5: Monitor and Assess Student Language Development

BEST PRACTICE 1

Teachers take notes of student errors.

PRINCIPLE 5: Monitor and Assess Student Language Development

How can you monitor and give feedback on student errors?

• informal comments in class
• checklists
• student grouping patterns

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PRINCIPLE 5: Monitor and Assess Student Language Development

Why are students making errors?

• Are they paying attention?
• Did they learn a concept completely in the previous level?
• Are they incorrectly transferring a first language concept to English?

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PRINCIPLE 5: Monitor and Assess Student Language Development

BEST PRACTICE 2

Teachers give prompt and specific feedback to students in a positive and effective way.

PRINCIPLE 5: Monitor and Assess Student Language Development

What do you need to think about when you give feedback to students?

• How can I give students feedback quickly?
• What is the age of the student?
• What kind of tone should I use?
• How can I include positive feedback with corrective feedback at the same time?
• How can I communicate that my feedback is always about helping them improve?
• How can I make most feedback private?

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PRINCIPLE 5: Monitor and Assess Student Language Development

What kinds of oral feedback can you give to �the question “What did the boy do?”

PRINCIPLE 5: Monitor and Assess Student Language Development

BEST PRACTICE 3

Teachers use a variety of assessments to inform teaching and improve learning.

PRINCIPLE 5: Monitor and Assess Student Language Development

Why do you need to use a variety of assessments?

• You can gather information over a period of time.
• You can check student abilities in more than one skill.
• The information you gather can inform your teaching.

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PRINCIPLE 5: Monitor and Assess Student Language Development

What kinds of assessments can you use?

• teacher observations
• teacher-developed tests
• comprehension tests
• rubrics
• presentations
• multimedia projects
• writing assignments

www.the6principles.org

ACTIVITY

Assessing 3-2-1 Uzbekistan!

DIRECTIONS – Assessing 3-2-1 Uzbekistan!

1. Look back at your adapted 3-2-1 Uzbekistan! lesson plan from Principle 4.
2. Decide how you will assess your students’ language skills for this lesson:
• Will you assess their writing, their speaking, or both?
• How will you take notes of student errors?
• How will you give prompt and specific feedback to students in a positive and effective way?
3. Design an assessment tool.
4. Present your assessment tool.

Homework

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(Handout )

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Telegram Group Discussion

• Post your reflection in the Telegram group. Read your peers’ posts and comment at least to two posts by using ‘reply’ function in the Telegram chat.

Week 3

Principle 6

Objectives

• I can understand why it is significant to grow professionally
• I can share effective ways of professional development
• I can investigate new ways of professional development
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Welcome Message

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We’re happy you are participating in these Cascading sessions where we learn about 6 Principles for exemplary teaching of English learners, for short. Today, we will learn about Principle 6 and how it can be beneficial in teaching English. We will learn what Principle 6 is and go through effective ways for teachers’ professional development. We will learn how to do a Round Robin and activity and use a graphic organizer.

We will create presentations about effective ways of professional development.

Finally, we will reflect with Personal Inventory and for homework to share our ideas about other ways of professional development in our Telegram groups.

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Good morning dear trainees,

“Life as a teacher begins the day you realize that you are a learner”

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Daily

Agenda

Video # 1: In this video you will learn about…

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Importance of PD

Then participants watch three videos from the website:

Principle 6 (tesol.org) https://www.youtube.com/watch?v=xm6EHPni5dE

And write 1-2 sentences about why they are taking part in this professional development and why it is beneficial for teachers to grow professionally.

Personal

Experience

Participants share their experience about their professional development .

Tell the participants to discuss the questions with their elbow partners:

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Trainees work with their elbow partners discussing the following questions:

1. Who do you talk to and share teaching ideas with frequently?
2. What types of ideas do you share?
3. Are there ways you think about oer reflect on your teaching?
4. Do you share your insights or questions wi9th anyone?
5. Do you engage with other teaching professionals in your school,your region,your country,or around the world? In what ways?

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Round Robin

Trainees work in groups or TEAMS and receive one paper

Assign each group one of these questions and a different colored marker

They must write it on their paper:

Possible questions:

1. What do you think professional development is and why it is pivotal for teachers to have professional growth?
2. How often do you observe your colleagues’ lessons and can you tell what new things you learn from them recently?
3. Do your colleagues observe your lesson and provide feedback on them? Did you learn anything new from those observations?
4. Do you think reflection on your own lesions is a way for professional development? Why?
5. Do you have your own portfolio of methods that are really effective in teaching? If yes,could you share one of them in brief? ( You can use these questions or you can create your own ones)

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Wrap-up Reflection Questions

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For the wrap up at the end of the session, tell all participants to close their eyes and imagine it’s April 23rd. You just finished our training course, so what will you do next with your school community?

Model a simple example of an action plan, such as

How to be more healthy: I need : 1. 2. 3. 4. 5.

Number the steps 1-5. Steps should be simple, short, attainable, manageable.

Everyone has 5 minute to write the steps of their future action plan for their professional development course at their school for their professional development course.

They need to make a sheet of paper and divide it into 4 parts.

They need to walk around and talk to four peers from for different tables

They need to write down the plans of four peers.

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Homework

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Telegram Group Discussion

• Post your ideas about other ways of professional development in our Telegram groups.
• . Read your peers’ posts and comment at least to two posts by using ‘reply’ function in the Telegram chat.

Week 4

Principle 1- 6

Review & Microteaching

www.the6principles.org

ACTIVITY

Microteaching – The 6 Ps

DIRECTIONS: Microteaching – The 6 Ps

1. Form groups of 6.
2. Assign one of The 6 Ps to each member of the group.
3. Review the materials from our 6 Ps Workshop and Facilitation Guides for your assigned principle.
4. Prepare a 3–5 minute lesson on your assigned principle.
5. Present to another group(s).
6. Give feedback to another group(s) using PQP Feedback.

MODELING – PQP Feedback

www.the6principles.org

www.the6principles.org

ACTIVITY

Around the Clock

DIRECTIONS – Around the Clock

1. Write your name and a short note about a favorite take-away next to 12:00.
2. Move around the room and ask your colleagues their name and a favorite take-away.
3. Write one colleague’s name and take-away next to each hour on the clock. IMPORTANT: You cannot repeat a name or a take-away.
4. Move quickly! You only have five minutes to fill your clock.

MODELING – Around the Clock

Week 6

Teaching English through English Course

TETE MODULE 0 - ORIENTATION

Teaching English Through English

What is TETE?

TETE MODULE 0 - ORIENTATION

TETE MODULE 0 - ORIENTATION

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Learning Objectives and Learner Outcomes

By the end of this course, you will be able to:

1. explain and use various interactive and communicative approaches for teaching English to secondary students.
2. identify the language needed to carry out various instructional tasks in the classroom.
3. prepare classroom language needed for various types of lessons and activities.
4. practice and improve ability to manage your classroom and develop effective language tasks in English.
5. develop lesson plans and teaching materials that reflect accurate English.
6. create a reflective teaching portfolio for continuous improvement in teaching English through English.
7. engage in deep, critical reflection within a CoP of English language teaching professionals in your country.

By the end of the module, you will be able to:

• explain the goals and outcomes for this course.
• navigate through the Teaching English Through English Google site
• get to know your colleagues in an online community of practice.
• describe what it means to be a reflective English language educator

Welcome Video: https://www.youtube.com/watch?v=36DuNIwVZwI&t=292s

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TETE MODULE 0 - ORIENTATION

Purpose of Module 0: To prepare you for a successful start in this professional learning process

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TETE MODULE 0 - ORIENTATION

The Role of Reflection & Critical Reflection in our TETE Modules and in your teaching

What is the reflection?

• What does it mean to be a reflective English language educator?
• Write briefly in the chat box what the word “Reflection” means to you.

Let’s look at the term, critical reflection

• We often have different understandings across languages and cultures
• What does this term mean to you?

Please refer to the video and the PPT that are part of Module 0 for more details

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Activating Reflection and Critical Reflection into Each Module

In each module, there will be specified times when you will be called to Stop and Reflect on aspects of your learning and to apply your thinking to your classroom.

Reflection and Critical Reflection

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In Module 0, we also lay the foundation for understanding that here are levels of reflection that can help you develop as critically reflective English educators.

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You will also learn about the differences and benefits of reflection-IN-action that occurs while teaching, and Reflection-ON-action, reflection that occurs after teaching.

Reflection is at the heart of our work in TETE. Within each module, reflection will help educators to:

Consider classroom practice through new eyes

See changes in our practice & the responses of our students to new learning approaches

Be engaged in the teaching-learning cycle WITH our students

Connect with new content in the modules in highly thoughtful ways

Take an inquiry stance toward our teaching - ask questions and investigate answers

See our own growth and change as educators over time

Connect more deeply with colleagues

Become reflective teacher leaders

Critical reflection serves to connect and engage educators with new content as you make sense of your new learning through TETE and activate new knowledge in your contexts

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TETE MODULE 0 - ORIENTATION

TETE Module 0 - Orientation

• Think of one impactful moment in your teaching that had a profound influence on you and your teaching.

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Describe that moment and reflect on why it was significant.

Try to describe it and it’s influence on them.

What questions did it raise for you?

What is or will be the significance for you and your students?

Were there any changes you made in your teaching as a result of this moment?

Remind participants to take notes while listening to their peers.

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TETE MODULE 0 - ORIENTATION

“I never stop learning,

because life never stops teaching.”

TETE MODULE 0 - ORIENTATION

Teaching English through English

Module 1

Building Routines

in English

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Objectives

• I can describe the purpose and process of good instructional routines using English to maintain a well-managed and communicative learning environment.
• I can apply some of the new classroom routine expressions in the classroom
• I can share some of the effective instructional routines you want to use in your current classroom to increase the use of English

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Module 1

Welcome Message

Effective classroom routines have purpose and meaning far greater than simple management. As you strive to establish good routines toward a communicative language classroom environment, your students will increase in learning and use of the target language. This module will help you explore different classroom routines you can apply to your teaching context while using English. You will learn the purpose and examples of classroom routines to enhance the use of English in your communicative classroom.

1. What is your favorite classroom routine that you regularly use when teaching?
2. What part of the class do you use this routine - in the beginning, when transitioning, or at the end of a lesson? Why is it your favorite?
3. What do you do to involve your students in the daily routines in your classroom?

• State that this is an example of daily routine activity.
• Say that effective classroom routines have purpose and meaning far greater than simple management. As you strive to establish good routines toward a communicative language classroom environment, your students will increase in learning and use of the target language. This module will help you explore different classroom routines you can apply to your teaching context while using English. You will learn the purpose and examples of classroom routines to enhance the use of English in your communicative classroom.

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Video 1. "Start Up" Language Routines

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Tell the participants that this video will introduce some routines in English at the beginning of a lesson.

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Link to YouTube: https://youtu.be/juq_lPcyFfM

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Video 2. Do Now & Wrap-Up

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Tell the participants that this video will help set up some language routines for daily or weekly lesson activities.

Link to YouTube: https://youtu.be/Ld0_3Ph8bRw

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Divide the participants into smaller groups and ask them to evaluate the two routines using the provided criteria. (Handout 2)

Brain Breaks

• Shake Shakes: Shake one hand (or foot) for 3 seconds then the other. Repeat 5x.
• Arm and Leg Stretch: Stretch arms and legs standing up or sitting down.
• Breathing Break: Close your eyes and breathe in, breathe out (5x)
• Nosey Ear: Get your left hand to touch your right ear lobe and then get your right hand to touch the tip of your nose. Then swap positions. Repeat 5x.
• One Minute Dance Party: Play a song for one minute and let students dance (while seated if no space)

TETE MODULE 1 - BUILDING ROUTINES IN ENGLISH

Pre-watching questions:

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1. What is reflection?
2. Do you reflect on your teaching and on the decisions you make in your classroom?
3. How often do you reflect? And when?
4. What is the purpose of reflection?

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Video (10 minutes)

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• Participants watch the video “Improving Your Communicative Teaching Practice Through Reflection”.
• Distribute handout 1 ‘Pyramid’ graphic organizer. Ask participants to take notes for the levels of reflection that can help them develop as critically reflective English educators.
• Put the participants in small groups to share their notes.

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https://www.youtube.com/watch?v=UaM8SgjnUVc&t=286s

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Turn and talk activity (10 minutes)

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• Share one impactful moment in your teaching that had a profound influence on you and how teach?.

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Describe that moment and reflect on why it was significant. Try to describe it and it’s influence on them.

What questions did it raise for you? What is or will be the significance for you and your students? Were there any changes you made in your teaching as a result of this moment?

Remind participants to take notes while listening to their peers.

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Wrap-up Reflection Questions

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For the wrap up at the end of the session, you can set up instructional routines such as paired or group reflection for sharing.

Your reflective wrap-up questions can be:

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• What is one thing that you learned today?

• What is one question that you still wonder?

• What is one way someone helped you to learn?

Homework

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Share one description of one new routine that you learned during this week and applied in your classroom.

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Share what your students did.

Telegram Group Discussion

• Post your reflection in the Telegram group. Read your peers’ posts and comment at least to two posts by using ‘reply’ function in the Telegram chat.

Extra Application

Activities

TETE MODULE 1 - BUILDING ROUTINES IN ENGLISH

Do Now Routines

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• Do this routine at the start of every class
• Write a “Do Now” on the board at the beginning of a lesson
• Have a student read it out loud
• Check for understanding

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TETE MODULE 1 - BUILDING ROUTINES IN ENGLISH

Plan your lessons with routines!

Routine Chart

by Joan Kang Shin

TETE MODULE 1 - BUILDING ROUTINES IN ENGLISH

Wrap-Up Routines

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• Do this routine at the end of every class
• The purpose is to reflect on the class
• It can be done individually, in pairs, or in groups

Exit Ticket - Wrap Up Routine

• Easy assessment routine
• Teachers use it at the end of each class before students “exit” the class.
• Students can show what they learned before they leave class.

TETE MODULE 1 - BUILDING ROUTINES IN ENGLISH

TETE MODULE 1 - BUILDING ROUTINES IN ENGLISH

Wrap Up Daily Mingle

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• A daily mingle is a short activity where learners walk around the classroom and talk to each other.
• It can be a good wrap-up routine.
• Students practice speaking with one another and share their reflections.

TETE MODULE 1 - BUILDING ROUTINES IN ENGLISH

Wrap-Up Sample Questions

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DISCUSS WITH A PARTNER!

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What is one thing that you learned today?

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What is one question that you still wonder?

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What is one way someone helped you to learn?

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TETE MODULE 1 - BUILDING ROUTINES IN ENGLISH

Daily Mingle Challenges:�

• Not enough time
• Not enough space
• Students are too noisy

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How can we overcome these challenges?

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YOUR TURN!

TETE MODULE 1 - BUILDING ROUTINES IN ENGLISH

Farewell Routine

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Week 7

Teaching English through English Course