2. ELT. General Supervision
State of Kuwait
Ministry of Education
ELT. General Supervision
Day 3
Planning a Study Unit
Using the STAD technique

3. How would you plan Unit 1 in Grade 6 new course book?
Activity One
How would you plan Unit 1 in Grade 6 new course book?

4. Duration The Regular Cycle
A study unit lasts between four and seven teaching periods: depending on the material to be studied.
The Regular Cycle
Teach
Team Study
Test
Team Recognition

5. I- Teach
Activity Two
WHAT TECHNIQUES SHOULD BE FOLLOWED BY TEACHERS DURING THE PRESENTATION OF THE NEW MATERIAL?

6. Two or three teaching periods.
During the class presentation of the material, the teacher should:
Review (related material).
Stick to objectives (that will be assessed later).
Focus on meaning ( rather than memorization).
Use teaching aids.
Ask questions (to assess comprehension).
STAD

7. Teach During the class presentation of the material,
the teacher should:
Have all students work problems
Explain your answers
Move from concept to another smoothly
At the end announce team assignments & ask students
to move their desks
STAD

8. Teach NOTE The first week is the hardest
Some students will complain at the very beginning
Don’t change team assignments after they are announced
Reassigning students to new teams may be helpful after 5/6 weeks of S.T.A.D (to give the chance to low scoring teams)
STAD

9. P.P.P Or E.S.A?

10. PPP or ESA?
Jermey harmer proposed a different three stage model, the ESA model
E= Engage
Teacher “arouses” the students’ interest in the subject or the language point.
S = Study
Activities which focus on language practice with the aim of achieving subconscious language acquisition.
A = Activate
The activities which are designed to get students to use the language as communicatively as they can.

11. E.I.F?

12. Introduce learner to bike
Encounter:
Introduce learner to bike
assess prior knowledge asks learner about parts of bike
introduce key concepts
model the task/skills for learner
Internalization:
controlled practice – trainer holds bike while leaner rides
less controlled practice – trainer removes support gradually so learner can internalize
Fluency:
learner rides bike without support from trainer
learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones.
Controlled
Free

13. F = Fluency E = Encounter I = Internalization
EIF
E = Encounter
Students “ENCOUNTER” the target language through an activity of some kind (rather than teacher “presenting” the target language)
I = Internalization
Students “INTERNALIZE” the target language through practice (controlled practice activities  free practice activities)
F = Fluency
Students “USE” the target language on their own  they become fluent in using the target language

14. EIF breakdown of triangle shape
E  time needed to encounter and clarify the target language/skill.
I  Time needed to work on accurately remembering and internalizing the target language/skill.
F  Time needed to work on fluently using the target language/skill (mastery).

15. Two or three teaching periods.
11 . Team Study
Two or three teaching periods.
At this stage students are supposed to master the material taught during the “Teach” stage
By answering worksheets
Students are forced to work together
Students are teachers and students at the same time
STAD

16. Activity III
What activities should be given to students while working in groups to achieve an estimated level of understanding?

17. Team Study
Teach Learn student student
STAD

18. Activity IV
What tools should be used by teachers to assess students’ performance?

19. Team Study Steps Teams move their desks
Teacher hands out worksheets and answer sheets
Teacher tells students to work in twos or threes
Teacher tells students that ALL teams should reach 100% on the quiz.
Worksheets are for study and not for filling out.
Students should explain to one another.
He/ She who has a question should ask teammates before asking the teacher.
Students should provide explanations to answers.
Teacher circulates/praises/sits/hears...etc
STAD

20. Duration: One half to one class period
111 . Test
Duration: One half to one class period
Students take individual quizzes
Distribute quizzes (one per each) and give enough time
Don’t allow them to work together
They have to show what they learned as individuals
1V . Team Recognition
Use newsletters or bulletin boards to announce team scores
This should be better done during the first class after the quiz: to increase their motivation
STAD

21. Improvement points Improvement points
What are improvement points?
They are the points that a student earns for his/her team.
They are the difference between the base score and the quiz score.
Quiz score – base score = improvement points
Improvement points
This system is based on 30-item quizzes. (1 point for each item)
Or two 15-item quizzes (1.5 point for each item)
Or three 10-item quizzes (3 points for each item)
STAD

22. Improvement points Students can earn a maximum of 10 points:
The minimum number of points is zero.
Place the points you have calculated on each student’s quiz
Ex: Base Score=18, Quiz Score=23; improvement points= 5
STAD

23. for making worksheets
Make a worksheet and an answer sheet for each unit
The number of worksheets and the length of the quiz depends on the material.
EX: short answer items such as irregular verb tenses require
a long worksheet.
The worksheet should provide direct practice for the material to be taught.
Make a game/quiz and a game /quiz answer sheet for each unit.
The items should parallel those on the worksheet (they should be developed at the same time).
STAD

24. Activity IV
With reference to Grade 6 new course book, plan the first learning unit based on the s.t.a.d technique

25. STAD
STAD