Oklahoma Training of Trainers: Follow-up for September--November 2006 and Spring 2007
April/May 2007
Dear Oklahoma Trainers,
In preparation for our telphone call next week and our trainings in May, posted below are the following documents:
1. an agenda for the training in Tulsa on May 8 and 9
2. an agenda for the training in Oklahoma City on May 10 and 11
3. a reflection form, part of which needs to be filled out prior to doing the training
Best wishes, and I look forward to seeing you soon,
Kirsten
Effective Lesson Planning for Multilevel Classes
Center for Adult English Language Acquisition (CAELA)
Tulsa, Oklahoma
May 8-9, 2007
Tuesday, May 8, 2007
8:30-9:00
Registration and coffee
9:00-9:30
Introduction and warm-up
- introduce facilitators: Sandy Miller, Marcus Ripp, Linda Perry, Mariela Ortiz, Danny Hodge, Kirsten Schaetzel
- review the workshop goal, objectives, and agenda (KS)
- introduce participants – do as buzz conversations in two lines (MR)
9:30-10:15
An introduction to second language acquisition (small group work) (LP)
- do a jigsaw reading of Beginning to Work with Adult English Language Learners (10 minutes to read section—4 sections; 15 minutes to share main points from each section)
- self-assessment: 20 minutes
10:15-10:30
Break
10:30-12:00
Reviewing the theory and basic research of language learning
- mini-lecture: Second Language Acquisition in Adults (KS)
- three groups work on different sections of the article : research findings/related strategies
- participants discuss in small groups the strategies that they use
- add any other strategies that participants use that are related to the research presented
- facilitator questions: (DH)
- Do you see all of these strategies being used in common practice?
- Are there any that challenge common practice?
- Are there level-specific applications of these strategies?
- Population or context-specific applications?
12:00-1:00
Lunch
1:00-1:15
An introduction to lesson planning (SM)
- traveler/lesson planner analogy
- individual reflection
1:15-1:50
Background information for multi-level lesson planning (35 minutes) (MO)
a) preview reading Planning Lessons to Meet Students’ Needs (5 minutes)
Which section of the reading holds the greatest interest for you? Why?
b) jigsaw reading: Planning Lessons to Meet Students’ Needs and discussion of questions at the end of the reading (15 minutes)
- report out: (10 minutes)
- ask if there are any questions or clarifications needed
- get thoughts from one group on each of the questions at the end of the reading
d) comparative chart of different types of lesson plans (5 minutes)
1:50-2:30
Lesson objectives (40 minutes) (KS)
- presentation of lesson objective criteria and examples (10 minutes)
- participants work in small groups on Identifying Meaningful ESL Lesson Objectives (20 minutes)
- report out and discussion (10 minutes)
2:30-2:45
Break
2:45-3:15
Identifying enabling skills (MR)
- presentation of what enabling skills are and why they are important, especially in lesson planning; use #1 from the lesson objectives as an example
- participants in pairs look at one or two of the lesson objectives from the previous exercise and decide what enabling skills are needed to do this lesson
- report out of one or two examples
3:15-3:45
Identify stages of a lesson (LP)
- present the stages of a lesson so that there is a common understanding of what these terms mean
b) Matching strips game
3:45-4:00
Reflection and “At the end of Day 1 . . .” (DH)
- return to reflection sheet on lesson planning and add information/thoughts to it
- “At the end of Day 1 . . .” form
(4:00-5:00 debrief with all trainers)
Effective Lesson Planning for Multilevel Classes
Center for Adult English Language Acquisition (CAELA)
Oklahoma City, Oklahoma
May 10-11, 2007
Thursday, May 10, 2007
8:30-9:00
Registration and coffee
9:00-9:30
Introduction and warm-up
- introduce facilitators: Donna Washington, David Schulman, Lisa Gregg, Kirsten Schaetzel
- review the workshop goal, objectives, and agenda (KS)
- introduce participants – do as buzz conversations in two lines (LG)
9:30-10:15
An introduction to second language acquisition (small group work) (DW)
- do a jigsaw reading of Beginning to Work with Adult English Language Learners (10 minutes to read section—4 sections; 15 minutes to share main points from each section)
- self-assessment: 20 minutes
10:15-10:30
Break
10:30-12:00
Reviewing the theory and basic research of language learning
- mini-lecture: Second Language Acquisition in Adults (KS)
- three groups work on different sections of the article : research findings/related strategies
- participants discuss in small groups the strategies that they use
- add any other strategies that participants use that are related to the research presented
- facilitator questions: (DS)
- Do you see all of these strategies being used in common practice?
- Are there any that challenge common practice?
- Are there level-specific applications of these strategies?
- Population or context-specific applications?
12:00-1:00
Lunch
1:00-1:15
An introduction to lesson planning (DW)
- traveler/lesson planner analogy
- individual reflection
1:15-1:50
Background information for multi-level lesson planning (35 minutes) (LG) a) preview reading Planning Lessons to Meet Students’ Needs (5 minutes) Which section of the reading holds the greatest interest for you? Why?
b) jigsaw reading: Planning Lessons to Meet Students’ Needs and discussion of questions at the end of the reading (15 minutes)
- report out: (10 minutes)
- ask if there are any questions or clarifications needed
- get thoughts from one group on each of the questions at the end of the reading
d) comparative chart of different types of lesson plans (5 minutes)
1:50-2:30
Lesson objectives (40 minutes) (KS)
- presentation of lesson objective criteria and examples (10 minutes)
- participants work in small groups on Identifying Meaningful ESL Lesson Objectives (20 minutes)
- report out and discussion (10 minutes)
2:30-2:45
Break
2:45-3:15
Identifying enabling skills (LG)
- presentation of what enabling skills are and why they are important, especially in lesson planning; use #1 from the lesson objectives as an example
- participants in pairs look at one or two of the lesson objectives from the previous exercise and decide what enabling skills are needed to do this lesson
- report out of one or two examples
3:15-3:45
Identify stages of a lesson (DW)
- present the stages of a lesson so that there is a common understanding of what these terms mean
b) Matching strips game
3:45-4:00
Reflection and “At the end of Day 1 . . .” (DS)
- return to reflection sheet on lesson planning and add information/thoughts to it
- “At the end of Day 1 . . .” form
(4:00-5:00 debrief with all trainers)
Friday, May 11, 2007
8:30-9:00
Coffee
9:00-9:30
Introduction and Warm-up (DS)
- review the goal, objectives, and agenda
- respond to anything from “End of Day 1 . . .” sheets
- Bingo activity game with activity types
9:30-10:15
Lesson Activity Types and Components of a Lesson (KS)
- in pairs, participants play the Lesson Activity Types guessing game
- report out—answer any questions
- examine the model lesson and answer discussion questions about it
10:15-10:30
Break
10:30-11:45
Multi-level Lesson Planning (DW, DS, KS)
- participants examine partially filled out lesson plan and decide whether the warm up and review activities are effective. (10 minutes) (DW)
- work in pairs and use the health lesson to fill in the rest of the lesson planning template (15 minutes) (DW)
- jigsaw reading: The Basics of Lesson Design (30 minutes) (KS)
- participants work in small groups and answer questions at the end of the reading
- report out on questions at the end of the reading
- identify activity types and grouping strategies (15 minutes) (DS)
- identify elements of the multilevel lesson (15 minutes) (DS)
- general question and answer (5 minutes)
12:00-1:00
Working lunch: while eating, with a partner, do “Comprehension Checks,” “Directions” and “Sequencing/timing/pacing” exercises (KS)
1:00-1:40
Application (KS)
- participants work in pairs to complete steps 1-5 (25 minutes)
- participants share their lesson plan with another pair (15 minutes)
1:40-2:00
Assignment and Workshop Evaluation (KS)
- read over the assignment of the kind of lesson participants are to write, try out in class, and reflect over (before June 29, 2007)
- workshop evaluations
(2:00-3:00 debrief with all trainers)
CAELA Training Implementation: Reflection Form for Trainers
CAELA Training Topic: ________________________________________________ Trainer: _____________________________________________________________
Participants: __________________________________________________________
Location and Date of Training: ___________________________________________
The purpose of this form is to help you, the trainer, reflect on how your training went, whether you were able to implement the training you had planned, and what changes you would like to make in future trainings.
- In the left column below, list your plan for the training and the CAELA materials you plan to use.
- When you have finished the training, in the middle column list if you followed your plan and detail any changes that you made.
- In the right column, reflect on the training experience:
- What went according to your plan and what did not? Do you have any thoughts about your use of the CAELA materials?
- What did you change, and why?
- What should you have changed, and why?
- How did the participants react to the training and the materials used? Have they made any suggestions in their written evaluations that will be helpful in planning the next training? What will you do differently in the next training?
My Training Plan |
Implementing My Training Plan |
Reflection |
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My Training Plan |
Implementing My Training Plan |
Reflection |
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March/April 2007
Dear Oklahoma Trainers,
For our conference calls at the end of March and beginning of April, please read the following brief, Adolescent Learners in Adult ESL Classes, found at www.cal.org/caela/esl_resources/briefs/adolescent.html This brief addresses the "multilevels" in age we find in adult ESL classes. For our phone conversation, please think about the following discussion questions:
1. Who are the adolescent learners in your classes? Are any of their reasons for being in your classes similar to the reasons listed in the brief? Are there other reasons why they are in your classes?
2. What do you do in your classes and in your program to address the needs of adolescent learners? Might any of the suggestions mentioned in the brief be helpful to your classes or your program?
3. What advice would you give a new teacher if she was struggling with a group of adolescent learners in her class?
The next conference calls are on Thursday, March 29th for the Oklahoma City trainers and on Wednesday, April 4th for the Tulsa trainers. Looking forward to talking together then!
Best wishes,
Kirsten
kirsten@cal.org
Dear Oklahoma trainers,
Welcome to the Oklahoma trainers' section of the CAELA Web site. As we discussed at the end of our training in November, 2006, we will be holding regular conference calls in February, March, April, and May, 2007. The purposes of these conference calls are:
- to discuss readings on second language acquisition and teaching multilevel classes
- to prepare for giving trainings on these topics in May and June, 2007
- to discuss questions about training preparation
The information relevant to each conference call will be posted on this section of the CAELA Web site for your easy access.
February
For the February conference call, please read the CAELA brief, Promoting Success of Multilevel ESL Classes: What Teachers and Administrators Can Do.
After reading this brief, please think about the following questions prior to our conference call:
- Which of the four challenges of multilevel classes have you experienced as a teacher (level of literacy and education in the native language, language level in English, age, and culture)? What did you do to address these challenges?
- When training new teachers, what do you think are the most important pieces of information in this brief to share with them?
- Other comments or questions
If you have any questions prior to the conference call, please contact me at kirsten@cal.org
