1. Aaron D. Jolly Hanseo University Korea TESOL Teacher Trainer

4. 1. What is Motivation? 2. Classroom Management. 3. Classroom English. 4. Textbook Adaptation. 5. Textbook Supplementation.

5. Who am I? I resemble the thinker , therefore I am. (Rodin 1902, meets Descarte, 1637)

6. About me… I reflect therefore I teach. (Descarte 1637 meets Farrell 2008)

7. - Reflective teaching practice. -Multiple intelligence theory. -Learner training/student centered. -Promoting acquisition over learning -Input based approaches like ER & EL

9. 1 -Is the motivation OK in my class? 2. Is my classroom management OK? 3. Am I promoting classroom English? 4. Am I adapting the textbook enough? 5. Am I supplementing the textbook?

10. Student responsibility for learning/acquisition Vs. Carrot and stick approach. (Rice cake and stick)

12. 1 –Why am I here? 2- Why are my students here? 3- Do I ever ask them this? 4- Do I balance extrinsic v intrinsic? 5-How do I reward & punish or NOT?

15. 1 –Do the students have roles? 2- Are my teams/groups functioning? 3- Are individuals nurtured? 4- What is the currency in my class? 5- Am I systematic? Am I God-like?

16. Yes, you may George, but come back quickly!

19. http://www.finchpark.com/courses/links/classroom.htm

20. http://www.finchpark.com/courses/links/classroom.htm

22. 1 –Do I plan my classroom English? 2- Do I teach, display , repeat, recycle? 3- Do I include it in class activities? 4- Do I have games that include it? 5- Do I set rules, and notice & praise?

23. Textbook Adaptation Change the color of your textbook!

24. i. Using “Entry Points”. ii. 5 minute “Brain Based” activities iii. “Multiple Intelligence” lesson plans. iv. Cooperative Learning activities. v. “Thinking Routines” from HGSE. vi. Speaking frames using PPT

25. There are 5 kinds of Entry Points : -The Aesthetic. -The Narrative. -The Logical/Quantitative. -The Foundational. -The Experiential. Gardner, H. (1991), The Unschooled Mind , New York: Basic Books .

26. The entry point through which learners respond to formal and sensory qualities of a subject or a work of art. http://brooklynartproject.ning.com/

27. Examples: *Use photos from artistic images to stimulate interest. *Show a famous painting or picture which is connected by theme to your topic . Theme: My family

29. Use all kinds of pictures What do you see, think, wonder?

30. The entry point through which learners respond to the narrative (story) elements of a subject or work of art. Theme: My house

33. The entry point through which learners respond to aspects of a subject, or work of art that invite deductive reasoning or numerical consideration .

34. 10,000 100,000 1 million 2 million 5 million 8 million 10 million Theme: Korea 2002 World Cup

35. 1. They are using sign language . 2. The girl is probably deaf. 3. The woman is a teacher/helper. Theme: Deaf children

36. The entry point through which learners respond to the broader concepts, or philosophical issues, raised by a subject or artwork.

37. Why is it so? Why do we need English? Why do you love your family? Why do you study so hard? Why do you play soccer? Why is Korea so busy? Why do you drive like that?

38. The entry point through which learners respond to a subject or work art by actually doing something with their hands or bodies.

39. *Play different trust games *Pretend to be blind (for unit on physically challenged kids) Theme: Friendship --- Caring/service

40. Adapted from WIDEWORLD professional development resources. http://www.wideworld.pz.harvard.edu/ These examples were excerpted and adapted from: Davis, J. (1996). The MUSE Book . Cambridge, MA: President and Fellows of Harvard College/Harvard Project Zero

41. Narrative & experiential

42. What is brain based learning? http://eduscapes.com/tap/topic70.htm

43. What’s the most delicious word? What’s the most dangerous word? What’s the ugliest word? What’s the tallest word? What’s the funniest word? What’s your favorite word?

44. M.I. theory by Dr. Howard Gardner (1983), Professor of Education at Harvard University.

48. 1. Using MI inventories , to evaluate students learning styles. 2. Creating a mix of different activities based on an MI lesson plan schema .

49. http://www.spannj.org/BasicRights/appendix_b.htm#test

50. Aaron’s profile from website linked below: Interpersonal, Verbal-Linguistic strength 90. Kinesthetic, Intrapersonal strength 80. Logical-mathematical strength 70 Naturalist strength, Visual-spatial strength 60. Musical strength 50. Existential strength n/a. http://surfaquarium.com/MI/inventory.htm http://www.igs.net/~cmorris/inventories_on_mi.html

51. http://www.teach-nology.com/trilogy/

52. Advantages: *Maximize student talking time. *Maximize interaction. Activity examples: Think Pair Share, Circle of Speakers, Circle of Writers, & Snowball.

53. From George Jacobs’s wonderful website: http://www.georgejacobs.net/index.html

54. List all the things you know about ants ( in 1 minute) Next, make a list with your partner … next share with the two people next to you or behind you . No duplications please!

55. http://www.pz.harvard.edu/Research/AERA06ThinkingRoutines.pdf

57. http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html

59. See. Think. Wonder This one is so easy to use!

61. Connect Extend Challenge

62. Connect Extend Challenge Rachel video

63. Connect Extend Challenge

64. Challenge

65. For heaven’s sake use PPT

69. A: What’s your favorite ice-cream? B: My favorite ice-cream is _______. How about you? A: I like ___________. Do you like ___________? B: Yes I do/No I don’t actually.

73. 1 –Do I use entry points to lessons? 2- Do I use “brain based” cognivities ? 3- Are the MI’s of students factored? 4- Do I use cooperative learning? 5- Do I use thinking routines? 6- Do I use speaking frames?

74. Part 5: Textbook Supplementation Use the 1 + 1 approach to add stuff!

75. i. Extensive reading ii. Video & audio materials iii. Learner journals iv. Dramatic skits and readings v. PPT books & read alouds vi. Online quizzes vii. Vocabulary cards viii. Blogs and webchat

77. Use Graded Readers! Graded Readers are “books prepared so that they stay within strictly limited vocabulary.” (Nation, 2001)

79. Tar Heel Readers! Crazy Cat Tricks

80. Tar Heel Readers! Crazy Cat Tricks

81. Tar Heel Readers! Crazy Cat Tricks

82. Tar Heel Readers! Crazy Cat Tricks

83. Tar Heel Readers! Crazy Cat Tricks

84. Tar Heel Readers! Crazy Cat Tricks

85. a. Use Real-English.com to watch videos with subtitles, for all levels. b. Find video materials on DVD or that are level appropriate. c. Use you-tube videos with script

89. By Rob Waring (distributed in Korea by YBM Sisa)

90. Excellent materials designed for EFL

94. Play video if time

97. How to Teach English with Technology (Gavin Dudeney and Nicky Hockly 2007)

102. ?

103. 1 –Do I have time for anything? 2 – How can I make (more) time? 3-Do I practice the 1 + 1 approach? 4- Is it for in-class only, or out too? 5- How do I assess learning, or do I? 6- What varies? What stays the same?

104. http://eflclassroom.ning.com/index.php

105. http://firesidelearning.ning.com/

107. Websites for YL 7) http://www.voicethread.com -- Voicethread Create an account, put up a picture and send your students there to practice speaking and to record messages. Really great for oral speaking practice. 8) http://tarheelreader.org – Tar Heel Reader Make books with pictures. The site has a voice which will read them! Also download them as powerpoint and use in class directly! 9) http://supersimplesongs.com – Children’s songs Great songs and tips for teaching them with young learners! 10) http://real-english.com – Real English Watch videos with subtitles, for all levels. Unique! 11) http://jr.naver.com/english/list.nhn?id=dongyo&cid1=2 - Jr. Naver Many songs, chants, stories, games for young learners (Korean based)