NOVICE TEACHERS' WORKSHOP SEPT.2017

As a novice teacher, what type of support do you need? NOVICE TEACHERS' WORKSHOP SEPT.2017

What is your most pressing concern at this time? Answer these questions. Think, pair, share. TPS What is your most pressing concern at this time? What do you wish you knew right now? What is making your job difficult right now? NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

To behavioural situation Novice teacher Expert teacher Sticks to lesson plans improvises Micro planning Macro planing Limited repertoire of techniques Vast repertoire of Techniques/routines Responds immediately To behavioural situation Responds slowly or Ignores them Resistant to change Continuous change and improvement Imposes and maitains control Builds good relationship NOVICE TEACHERS' WORKSHOP SEPT.2017

What documents should you have? NOVICE TEACHERS' WORKSHOP SEPT.2017

NOVICE TEACHERS' WORKSHOP SEPT.2017

القانون التوجيهي للتربية Law of orientation القانون التوجيهي للتربية Curriculum المنهاج Accompaning document الوثيقة المرافقة Yearly plannings التوازيع السنوية Textbooks الكتاب المدرسي T. Guide book دليل الأستاذ T. Diary book الكراس اليومي T.Marking book كراس التنقيط Teaching portfolio الملف البيداغوجي Listening scripts ملفات صوتية Lesson planning المذكرات اليومية Mentoring portfolio ملف الأستاد المتربص .................................. NOVICE TEACHERS' WORKSHOP SEPT.2017

NOVICE TEACHERS' WORKSHOP SEPT.2017 First thing first read the curriculum and the accompaning document. Why? NOVICE TEACHERS' WORKSHOP SEPT.2017

IF I READ THE CURRICULUM, I’LL KNOW MORE ABOUT… the goals of English at the MS. the exit profile for each cycle at the MS. the syllabuses across the years. how to implement the curriculum. the four missions of school CBLT how to devise a situation of integration The assessment scheme NOVICE TEACHERS' WORKSHOP SEPT.2017

THE ACCOMPANING DOCUMENT IF I READ THE ACCOMPANING DOCUMENT, I’LL KNOW MORE ABOUT… the three target competencies : INTERACTIVE C. INTERPRETIVE C. PRODUCTIVE C. the cross-curricular competencies: Linguistic comp. intelectual comp. Methotological comp. Personal and social comp. Values: National Identity National conscience Citizenship Ppeness to the world Planning learning: (planning a sequence) Situations of integration: NOVICE TEACHERS' WORKSHOP SEPT.2017

THE ACCOMPANING DOCUMENT « followed » The four situations of integration: 1-Initial problem Solving situation 2-Learning Situation to install the resources 3-Training for Integration Situation 4-Target Situation for Evaluation Teaching strategies Teaching styles Learning styles Teacher’s role / student’s role Project based learning Yearly learning plans NOVICE TEACHERS' WORKSHOP SEPT. samples of lesson plans

NOVICE TEACHERS' WORKSHOP SEPT.2017 Planning learning Right or wrong? I start by planning my Lessons according to the textbook wrong NOVICE TEACHERS' WORKSHOP SEPT.2017

The outcome (s1 ms1) First, think on what your learners will Able to produce at the end of the sequence. The outcome (s1 ms1) SITUATION OF INTEGRATION Your school twins with a school in the U.K. You take part in this twinning with other schoolmates. Send an e-mail where you describe yourself, your school, hobbies and eating habits. Supports: -samples of e-mails -samples of family trees -video segments about school NOVICE TEACHERS' WORKSHOP SEPT.2017

SITUATION OF INTEGRATION Your school twins with a school in the U.K. You take part in this twinning with other schoolmates. Send an e-mail where you describe yourself, your school, hobbies and eating habits. Supports: -samples of e-mails -samples of family trees -video segments about school context task support NOVICE TEACHERS' WORKSHOP SEPT.2017

What will my pupils be able to cook at the end of sequence 1? NOVICE TEACHERS' WORKSHOP SEPT.2017

So, you are going to lead them to cook Kouskous. HOW ARE YOU GOING TO PROCEED? NOVICE TEACHERS' WORKSHOP SEPT.2017

NOVICE TEACHERS' WORKSHOP SEPT.2017 A recipe Planning learning NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

Planning a Learning Sequence Exit profile of key stage 1 (MS1) At the end of level one( 1st year MS) the learner will be able to interact, interpret and produce short oral and written messages /texts of descriptive type , using verbal and non verbal supports in meaningful situations related to his environment and interests.   The learner can : Understand simple messages related to concrete situations, his/ her immediate environment and needs. Ask and answer simple questions about topics related to their age and interest provided that the other person speaks clearly and is prepared to help. Use very basic phrases, short sentences to talk and write about personal experience ( family likes…) Target competence of MS1 In a situation of meaningful communication, using written ,visual of oral support, the learner will be able to INTERACT ORALLY, INTERPRET and PRODUCE ORAL and WITTEN MESSAGES of descriptive type Components of the competences The learner makes contact with the interlocutor. She/he transmits a message. She/he reads in a non verbal way to verbal messages She/he maintains an oral interaction using listening strategies. She/he sorts out the general meaning of an oral message The learner reacts to a visual, audio or written text. - She/he adapts her/his listening or reading skills of the text type - She/he sorts out the general meaning of a text ( the gist). - She/he calls up / mobilizes for complementary strategies to understand a text. The learner calls up for the resources she/he has disposal to develop her/his language learning in order to produce very short and simple texts. She/he adapts her/his text to situation of communication She/he conceives writing as a tool of communication and learning She/he structures her /his texts NOVICE TEACHERS' WORKSHOP SEPT.2017

NOVICE TEACHERS' WORKSHOP SEPT.2017 A list of ingredients A list of resources NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

NOVICE TEACHERS' WORKSHOP SEPT.2017 RESOURCES GRAMMAR LEXIS PRONUNCIATION -Auxiliary to be and to have (present simple tense) Present simple tense with the verbs :to live, to go , to like ( I like / I don’t like Personal pronouns: Possessive adjectives Lexis related to greeting :hi /hello.. Question words :What/where Glad/nice Lexis related to colours / Basic lexis( words and expressions) related to family, school things, clothes , food, jobs   /a/ ,/ɪ/,/aɪ/ /e/ , /eɪ/ /aɪ/ /ɪ/ , / i: / Aspirated “h” Intona- tion in “wh” question. NOVICE TEACHERS' WORKSHOP SEPT.2017

NOVICE TEACHERS' WORKSHOP SEPT.2017 Necessary utencils Teaching aids NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

NOVICE TEACHERS' WORKSHOP SEPT.2017

shopping Installing resources/ teaching NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

NOVICE TEACHERS' WORKSHOP SEPT.2017 Level :1MS Sequence : 5 Lesson:2 LEARNING Lesson focus:learning/language Learning Objective(s): By the end of the lesson, mylearners willbeableto give information and ask about one’s country using adjectives of nationalities ∕suffixes. Competency (ies) targeted : interact – interpret– produce Domain: Oral/ Written – Both Language tools (target structures):Adjectives of nationalities – plural forms –suffixes. Recyclingprepositions of location Material(s): Maps/posters/flashcards Cross-curricular Competencies: Intellectual Competencies: understand and interpret non-verbal messages. Using a variety of communications means to solve a problem. Methodological Competencies : work and collaborate with a peer and evaluate him-her Communicative Competencies: perform to interact with other people of other culture. Role play- Personal and Social Comp:assert the national identity socialize through oral or written exchanges. Core Values: Sharing-being proud of one’s country knowing and understanding other people and their countries. Knowing and understanding the others Openness to the word NOVICE TEACHERS' WORKSHOP SEPT.2017

Teaching practice/tasks preparing/mixing/grinding/ Cutting… Teaching practice/tasks NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

NOVICE TEACHERS' WORKSHOP SEPT.2017

Integrating (resources/skills Attitudes) –group work Cooking 1 Integrating (resources/skills Attitudes) –group work NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

NOVICE TEACHERS' WORKSHOP SEPT.2017 Knowledge Skills Attitudes Auxiliary to be/ to have Present simple tense : to live/ to go/ to like Personal pronouns Possessive adjectives Demonstrative pronouns Prepositions Numbers from 1 to 13 Numbers fro 14 to 100 Articles ( a/ an / the) The digital time Use of simple sentences pattern ( memorized Modelled ones: affirmative and interrogative) Use of question words ( who, what, where to get personal details) How to write an e-mail How to use a computer (ICT) Describing oneself, family, school Greeting Being polite NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

Assessment / remediation Tasting ( mother ) Assessment / remediation NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

NOVICE TEACHERS' WORKSHOP SEPT.2017

Situation of Integration (individual work) Cooking 2 Situation of Integration (individual work) NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

Evaluation grid with criteria RELEVANCE FULL MASTERY MINIMUM MASTERY PARTIAL MASTERY NO 3/3 2/3 1/3 0/3 1. Learners should write an e-mail 2. Learners should describe themselves & their school 3. Learners should speak about their eating habits USE OF CRRECT LINGUISTIC TOOLS 1. Learners should use present simple (to be / to have) 2. Learners should use adjectives (tall, small, nice…) 3-Learners should describe preferences about eating habits. 0/2 COHERENCE EXCELLENCE 1. Learners produce meaningful sentences. 2. Learners use cohesive devices. 3. Learners produce a meaningful/consistent piece of writing. 1/1 0/1 NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

NOVICE TEACHERS' WORKSHOP SEPT.2017 Remedial work NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

Preparing , gringing, cutting, mixing, … tasks Necessary utencils A list of ingredients A list of resources A recipe Planning learning shopping Installing resources Preparing , gringing, cutting, mixing, … tasks Necessary utencils Teaching aids cooking Integrating Tasting ( mother ) Assessment/remedial work Tasting (a guest) summative assessment NOVICE TEACHERS' WORKSHOP SEPT.2017 JKJIUIOUOM

Planning a learning sequence 30 Planning a learning sequence INITIAL PROBLEM SOLVING SITUATION 4 W E E K S LEARNING SITUATION TO INSTALL THE RESOURCES/APPRENTICESHIP L4… L2 L1 L4 L3 TRAINING FOR INTEGRATION SITUATION (G/W) 1 W E k TARGET SITUATION FOR ASSESSMENT (I/W) JKJIUIOUOM

WEEKS OF INTEGRATION Learning the integration Installing the resources Tamrabet.L ©®Lounis_tamrabet@yahoo.com WEEKS OF INTEGRATION Learning the integration Installing the resources Assessing the integration Assessing the resources Diagnostic assessment Tamrabet.L ©®Lounis_tamrabet@yahoo.com Tamrabet.L ©®Lounis_tamrabet@yahoo.com

Tamrabet.L ©®Lounis_tamrabet@yahoo.com P l a n n i n g l e a r n i n g I N T A L S U O L E A R N I G S T U O n I E N V S A T L A U L A L T I I N N G G R R E E S S O O U U C C I E N V S A T L A U L A L T I I N N G G R R E E S S O O U U C C I E N V S A T L A U L A L T I I N N G G R R E E S S O O U U C C I E N V S A T L A U L A L T I I N N G G R R E E S S O O U U C C LEARNING TO INTEGRATE GW F O R M A T I V E A S S E S S M E N T ASSESSING INTEGRATON IW W1 W2 W3 W4 W5 Tamrabet.L ©®Lounis_tamrabet@yahoo.com