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

2. 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

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

4. What I expect you to learn today.

5. 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

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

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

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

9. 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 …

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

11. 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

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

13. Not a fully developed activity

14. 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!

15. Break

16. 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

17. 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.

18. 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.

19. How did you prioritize? What did you consider?

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

21. Prioritize

22. What I want my students to do?

23. What I want my students to do?

24. What I want my students to do?

25. What I want my students to do?

26. What I want my students to do?

27. 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

28. Which way? Active vs. traditional

29. 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.

30. 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

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

32. 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

33. 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.

35. 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!

36. 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

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

38. 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.

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

40. Presentations

41. Presentation Suggested Starters

42. Download, Scan, Evaluate.
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