A Applying the New Curriculum in Classroom School Education Quality Improvement Pprogram (SEQI 2) A Applying the New Curriculum in Classroom Integrated Training Program for English Language Master Trainers for MTs Kuwait City 2017

Teaching writing, and writing as a base for active learning Expectations

By the end of this presentation, the participants will be able to: Discuss the key element to designing speaking -writing activities based on active learning . Discuss factors to consider in designing speaking – writing activities. Objectives

Assignment 1: Outline a writing lesson that includes a speaking activity that serves this specific competence and standard

Writing Process(which step should take more time? 80%

Writing Process (Helps them to internalize writing competence) How can we build a strong writing process ? We can build it by repeating it all year.

Edit First Draft Brainstorming Prewriting/Organizing Publish

Task (There are common features for all approaches) What is the best approach to the teaching of writing competence? Task (There are common features for all approaches) Towards a balanced approach to the teaching of writing skills All approaches to writing overlap, and the teacher should not be so devoted to one approach that he excludes all others. A teacher should be eclectic, drawing from all methods available.

Pre-Writing and Writing Organization + Support

How can teachers help their learners to be ready for writing How can teachers help their learners to be ready for writing? Three methods and how you can use them Pre-Writing 10 Minutes

Pre-teaching What do they need to do the work you want? Prewriting Pre teaching Pre-teaching What do they need to do the work you want? What words and structures will they need to use? Here talk about giving them the vocabulary and structures they will need to express what they want to say.

Assignment: Write About the Countries You Have Visited. Task Pre-teaching Figure out what structure and vocabulary you need to pre-teach Here talk about giving them the vocabulary and structures they will need to express what they want to say.

Pre-teaching What do they need to do the work you want? Pre-teaching structure – review present perfect. “I have been to….” Pre-teaching What do they need to do the work you want? have /has+v3 Pre-teaching vocabulary – Country names Here talk about giving them the vocabulary and structures they will need to express what they want to say.

How can you help students Organize their writing process/Build their expression Talk about graphic organizers to aid information gathering, and organizing information

Assessment of the writing competence (Teacher’s expectations) Know What Success Looks Like Assessment of the writing competence (Teacher’s expectations)

Try to create your own checklist to help your learners to develop their writing competence. Task

Intermediate Strategy(task) Try to mention which steps of active learning are applied in this activity?

How many Hershey’s do you have?

Does anyone have questions?

How many Hershey’s do you have? I have…….. Noor Amal Rawya Dina 1 2 3 1 2 3 Karma 1 2 3 S.H.F. 1 2 3 1 2 3 1 2 3 1 2 3 Safaa

7 3 Rawya Circulate and ask (Groups of five questioning first) “How many Hershey's do you have?” “I have ________ Hershey's?” ______________________ Students fill in their charts. “Who has Rawya’s candy?” Noor has Rawya’s candy Rawya Noor 7 Sara 3

Why did Noor take the candy?

Vocabulary We Know Hungry Breakfast Mother Angry Dirty room Was (past tense) First Next Then Last Noor stole the candy.

STAGES OF ACTIVE LEARNING RESULT 1. Motivation. Present a problem-issue; generate the several suggestions (hypotheses); formulation of a research question and specific suggestion (hypotheses) A research question and several specific suggestions. 2. Carrying out research (inquiry). Find facts to check assumptions and answer the research question Research work, new facts and findings. 3. Sharing information. Present the new information and results of the independent research New information for discussion. 4. Discussion and organizing of information. Discussion of information, finding connections between facts, systematize new knowledge. Systemized information. 5. Generalization and conclusion. Summary of results, comparison of result with the initial suggestions, answer to the research question New knowledge (conclusion). 6. Creative application. Using the knowledge in a new context or using the theory in practice Experiencing and understanding the use of the new knowledge and skills. 7. Formative assessment, including feedback, self-assessment or reflection. Classroom assessment can be conducted at any stage. Understanding of the learning progress, acquiring self-assessment skills and learning to learn skills. Handout 2

What can you add to make this a better/more memorable lesson and to motivate students for every future writing assignment you do?

Types of Writing Assignments Functional texts  Informative texts Narratives (Fiction and Non-Fiction) Journals Types of Writing Assignments What ages and levels of students is this material suited to? What are some simple teaching hints that go with this type of text? What kind of organizers should you use to aid your students in creating this type of text?

Exercise 1:

Select one of delivered active learning activities and try implement it to develop specific writing competences. (Mention) Activity Name: Brief description: How can it enhance and develop specific competences in focus? Task

THANK YOU