The document provides guidance for teachers on adapting their teaching practices and materials. It discusses using entry points, brain-based activities, cooperative learning, thinking routines, speaking frames, textbook supplementation, and more. The goal is to make lessons more engaging for students and promote classroom English.

1. Teacher Attitudes (Maxims)

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

4. Teacher Attitudes (Maxims)

5. Warm Up Choose a question & discuss with your partner. *Tell me about a memorable lesson? *Tell me about your favorite teacher? *Tell me about your favorite memory? Hi, my name is ______. Nice to meet you. What’s your name? I was wondering would you tell me about _______________________?

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

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

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

12. These guys need to warm-up too. What do you see, think, wonder?

14. 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?

15. Textbook Adaptation Change the color of your textbook!

16. 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

17. 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 .

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

19. 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

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

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

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

26. 10,000 100,000 1 million 2 million 5 million 8 million 10 million Theme: Korea 2002 World Cup

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

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

29. 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?

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

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

32. 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

33. Narrative & experiential

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

35. 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?

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

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

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

42. 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

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

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

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

46. 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!

47. Think-Pair-Share I think _______________ is going to ________________________________.

50. Think-Pair-Share I think _______________ is going to ________________________________.

55. Think-Pair-Share I think _______________ is going to ________________________________.

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

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

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

62. Connect Extend Challenge

66. Connect Extend Challenge

67. Challenge

68. For heaven’s sake use PPT

72. 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. Websites for learning English

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

78. 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

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

86. Play video if time

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

92. http://issuu.com/eflclassroom/docs/best_teacher_student_sites

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

94. http://jasonrenshaw.typepad.com/jason_renshaws_web_log/

95. 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?

96. http://firesidelearning.ning.com/

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