CBC Planning Process Based on Active Learning Steps Unit Schedule to plan the teaching and learning activities DECEMBER 2017

Background Bashayer Alwazzan bsalwazzan@gmail.com Bachelor degree in applied linguistics, Kuniv Taught EFL for elementary in MoE for 7 years School-based UNESCO organizer 2010 to 2015 HOD since 2016 Fulbrighter– AFL teacher CELTA certified TESOL member MESA committee member MoE master trainer Owner of educational website. Bashayer Alwazzan bsalwazzan@gmail.com

Expectations By looking at the title of this workshop, What do you expect to learn?

What I expect you to learn today.

Develop a basic understanding of what a fully developed activity is. Workshop Agenda time topics objectives 8:30 10:00 Addressing issues with the planning process currently used. Planning a fully developed activity. Develop a basic understanding of what a fully developed activity is. 10:00 10:30 Break 10:30- 12:00 Unit schedule process within Active Learning context Develop basic understanding of the structure of a Unit Schedule that develops competencies within Active Learning context. 12:00 – 12:30 Presentations of Unit Schedules

What is your role in the planning process? Activity level? Lesson level? Unit level? Longer-term? (semester, year)

Assignment 1 - individual - 10 minutes What is the planning process employed by your teachers? What tools do they use? Assignment 1 - individual - 10 minutes

How are your teachers developing the specific competences over time within the planning process?

Running Jumping Basketball Passing Dribbling 1.1 knows rules of the game. Basketball Passing 1.2 bounces the ball with one hand continuously while running down the court. Dribbling 1.3 shows determination and resilience. 1.4 identify information needed from other sports to show …

Why isn’t it working? (the planning process)

Plan a 15 min long activity Assignment 2 – group Plan a 15 min long activity Think, discuss then write Grade 3 – Introduce the cue words, “yesterday and last……….” Grade 6 – Introduce the concept of irregular verbs

Assignment 3 – Group – 10 mins If you pause, you didn’t know. If it’s not written, it’s not planned

Not a fully developed activity

Plan it once – Repeat it forever You don’t need to plan new fully activities every time. Why should you introduce L and M differently? Use same structure!

Break

What I want my students to do? Individual Lesson Plans Unit Schedule Process What I want my students to do? Build in the rest Specific Competences Revise Unit Schedule Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Prioritize Plug in big activities Individual Lesson Plans

Specific Competences Listening to various age appropriate texts to build up an overall comprehension of what they have listened to. Listening to simple presentations by native/non-native English speakers on YouTube and other similar websites about different topics related to other school subjects to exchange information. Conversing about different grade level topics using suitable strategies such as asking for and providing clarification visual clues to help students communicate (pictures, facial expressions and gestures) Following agreed upon rules for discussions such as using expressions of politeness. (please, thank you, would, could and will) Reading to comprehend age appropriate texts on familiar topics for a variety of purposes. Reading a variety of grade level texts to determine the theme and the main idea of the text and locating pieces of information. Identifying information needed from other subjects to understand age appropriate texts. Writing to express personal experiences or events using descriptive details and clear event sequences, correct punctuation and correct spelling strategies. Showing interest in writing short paragraphs for pleasure that present personal ideas and experiences.

Prioritize Discuss, agree, highlight 4 Listening to various age appropriate texts to build up an overall comprehension of what they have listened to. Listening to simple presentations by native/non-native English speakers on YouTube and other similar websites about different topics related to other school subjects to exchange information. Conversing about different grade level topics using suitable strategies such as asking for and providing clarification visual clues to help students communicate (pictures, facial expressions and gestures) Following agreed upon rules for discussions such as using expressions of politeness. (please, thank you, would, could and will) Reading to comprehend age appropriate texts on familiar topics for a variety of purposes. Reading a variety of grade level texts to determine the theme and the main idea of the text and locating pieces of information. Identifying information needed from other subjects to understand age appropriate texts. Writing to express personal experiences or events using descriptive details and clear event sequences, correct punctuation and correct spelling strategies. Showing interest in writing short paragraphs for pleasure that present personal ideas and experiences.

How did you prioritize? What did you consider?

Criteria How is it used in surrounding units? Is it key to general use and understanding? Is it something that must be taught primarily?

Prioritize

What I want my students to do?

What I want my students to do?

What I want my students to do?

What I want my students to do?

What I want my students to do?

Plug in Big Activities (now?) Day 1 Day 2   Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12

Which way? Active vs. traditional

STAGE 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. Gathering Information (inquiry). Find facts to check assumptions and answer the research question Gathering information 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.

Big Learning Situation Informational Booklet A letter to the principal Youtube video Drama Skits Informational Booklet Newspaper Exhibit Webpage A letter to the principal Menu Picnic Trial Poster Campaign Debate

Big Learning Situation Webpage + Create text and draw pictures of the sea world animals to post on our school’s website. Big Learning Situation

Within Active Learning context Plug in Big Activities Within Active Learning context Day 1 Day 2   Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12

Rocks, Pebbles, sand Teacher with a long-term vision! Teacher with no priorities Daily lesson plans No structured competency development Teacher with a long-term vision! Unit Schedule Sequence of activities that develop a Specific competency within a year.

Plug in Big Activities Day 1 Introducing topic: Listen to a text produced by me and answer questions. 20 minutes Day 2 Pre-reading activity 20 minutes Reading comprehension activity 25 minutes Day 3 Day 4 Pre-writing activity Brainstorm 25 mins Day 5 Writing activity 15 mins Day 6 Post writing activity Edit/review Class journal 20 mins Day 7 Ask and answer Activity 15 minutes Day 8 Day 9   Reading activity for prediction 20 mins Day 10 Mind map Day 11 Day 12 Edit/review/publish 30 mins Big activities can be divided into several days. Some days I don’t want to give a big activity!

Build in the rest Pebbles and sand. Be as detailed as you wish Build in the rest Pebbles and sand! Be as detailed as you wish. Consider time available. Day 1 Principal visit to talk about school’s website 10 minutes Picture walk 10 mins Introducing topic: Listen to a text produced by me and answer questions. Video format 20 minutes Post listening activity Ask and answer questions. 10 mins Day 2 Sea World animals song 5 mins Introduce new vocab 10 mins Pre-reading activity textbook page 47 Day 3 Refresh vocab Words Wall 5 mins Reading comprehension activity 25 minutes Skimming/scanning tasks Mini Speaking activity (10 mins) Introduce past perfect continuous 10 mins

NOT ACCEPTABLE! Not a lesson plan. Lesson plans need to be detailed.

Individual Lesson Plans All lesson plans should be prepared before going to step 7. Teachers should know what they’re teaching for the long-term. Teachers don’t plan daily. If they do, it means they didn’t plan on a long term.

Revise Unit Schedule Revise Unit Schedule based on the Lesson Plan work

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