Community of Practice Facilitation Guide (Cohort 3)

Option 2 (Mentee Workbook) Alternative ICQ Reading/Activity	RPM Choice: Option 1: no materials Option 2: Resource: Mentee Workbook -- Alternative ICQ Reading
30 min
Wrap-Up Assessment
Slide 26 Activity 9 -- Activity Tracker Choose one activity and write how you would give instructions for it to your students. Share with a colleague. Ask them to give you feedback using the CoP Rubric. Are the instructions for forming groups clear? Are the activity instructions clear? Did the teacher include instructions for asking an ICQ? Activity 10 Exit Ticket What is one tip you learned today about giving instructions?	In Mentee Workbook Activity Tracker Exit Ticket	15 min 10 min

Facilitator’s Materials Guide: Session 2

Resource: Activity 1 -- Classroom Routine Review

Cut into strips.
In small groups, match the activities with the types of classroom routines.

Categories	Activities
Greetings	“Please check if anyone around you is missing.”
Roll Call	“Waterfall, shshshshshsh”
Warm-up routines	“class class”. “Yes, yes”
Attention grabbers	“Take about 30 seconds to greet a classmate sitting near you.”
Daily mingle	“Let’s take attendance.”
Wrap-up routines	“What is one thing that you learned today?”
	“Good morning, students!” or “Good afternoon, students!”
	Find someone who…..
	Students move around the classroom asking and answering questions
	“Now it is time to go over the daily weather chart. How is the weather today?”
	“What are the learning objectives for today?”
	“Class, let’s think about these reflection questions

Handout: Activity 2 -- Session 2 Video Observation Rubric

Complete as you watch the classroom video.

	All CoP Sessions	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	Students were interested/engaged in the activities of the lesson.
2	Students used English (full sentences) to communicate.

Notes:

	TESOL’s 6Ps **	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	Learned more about learners.
2	Created a comfortable learning environment.
3	Planned an engaging lesson that promoted language learning in a meaningful way.
4	Adjusted lesson or language to assist struggling students or to challenge fast finishers.
5	Regularly checked to see if students were learning and able to meet objectives.

Notes:

	Building Routines	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	Used a starter routine in class.
2	Used a wrap up routine in class.

Notes:
Notes:

Handout: Activity 2 -- Small Group Discussion Questions:

Sections: All CoP, TESOL 6Ps, Building Routines

• 
  Do you agree on how to evaluate what you saw/heard?
  
• 
  Do you disagree? Why?
  
• 
  Are all of the students speaking in full sentences during class?
  
• 
  Are the students engaged? What is your evidence?
  
• 
  How did the teacher regularly check to see if students were learning and able to meet objectives? If no, what could he/she have done?
  
• 
  Was there a starter routine? Did it work? How do you know?
  
• 
  Was there a wrap up routine? Did it work? How did you know?
  

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Handout: Activity 2 -- Small Group Discussion Questions:
Sections: All CoP, TESOL 6Ps, Building Routines

• 
  Do you agree on how to evaluate what you saw/heard?
  
• 
  Do you disagree? Why?
  
• 
  Are all of the students speaking in full sentences during class?
  
• 
  Are the students engaged? What is your evidence?
  
• 
  How did the teacher regularly check to see if students were learning and able to meet objectives? If no, what could he/she have done?
  
• 
  Was there a starter routine? Did it work? How do you know?
  
• 
  Was there a wrap up routine? Did it work? How did you know?
  

Handout: Activity 3 --Self-Observation Instructions & Reflection Questions

INSTRUCTIONS:

1. 
   Write a lesson plan.
   
2. 
   Teach the lesson.
   
3. 
   Ask yourself the self-reflection questions.
   
4. 
   Complete the Observation Rubric
   

Self-Reflection Questions (after-teaching)

Teacher's Name: ______________________________ Date: ___________________

School: _________________________ Grade: _____ # of Students: _____________

What part of my lesson did my students succeed at today?

What part of my lesson did students find challenging today? What can I do to make it easier next time?

When in my lesson did students participate really well? Why?

Did my students understand my instructions today? How do I know? What can I do to make it easier to understand?

What are two things that I can do in my next lesson that might make it better than the lesson today?

Handout: Activity 3 -- Eco Park Lesson Plan Reflection

Lesson Objective: SWBAT discuss the pros and cons of spending the day at Eco Park.


Grammar: gerunds -ing -- I like…., I prefer…., I enjoy….,I’m good at…., I’m interested in…
--------

• 
  I started the lesson by writing grammar examples on the board and drilling individual students. Not all students participated.
  

• 
  Next, students read aloud new vocabulary in the textbook. Then, in small groups, students read and answered questions about Eco Park.
  

• 
  I created questions so students had to find both facts and inferences in the reading.
  

• 
  I asked the students if they understood the instructions. They said yes, but some students did not follow the instructions. I had to repeat the instructions.
  

• 
  All of the students seemed engaged. As I walked around, I heard students agreeing and disagreeing in English about their answers to questions.
  

• 
  At the end of the lesson, I wanted the students to create their own questions about going to Eco Park. Some students couldn’t do it. I realized that I had not reviewed how to make “What” and “Where” question.
  

• 
  Very few of the new vocabulary words were used in the final activity.
  

------------
Handout: Activity 3 -- Eco Park Lesson Plan Reflection


Lesson Objective: SWBAT discuss the pros and cons of spending the day at Eco Park.


Grammar: gerunds -ing -- I like…., I prefer…., I enjoy….,I’m good at…., I’m interested in…
--------

• 
  I started the lesson by writing grammar examples on the board and drilling individual students. Not all students participated.
  

• 
  Next, students read aloud new vocabulary in the textbook. Then, in small groups, students read and answered questions about Eco Park.
  

• 
  I created questions so students had to find both facts and inferences in the reading.
  

• 
  I asked the students if they understood the instructions. They said yes, but some students did not follow the instructions. I had to repeat the instructions.
  

• 
  All of the students seemed engaged. As I walked around, I heard students agreeing and disagreeing in English about their answers to questions.
  

• 
  At the end of the lesson, I wanted the students to create their own questions about going to Eco Park. Some students couldn’t do it. I realized that I had not reviewed how to make “What” and “Where” question.
  

• 
  Very few of the new vocabulary words were used in the final activity.