Community of Practice Facilitation Guide (Cohort 3)

COMMUNITY OF PRACTICE: Session 4

Overview & Welcome.

Remember to remind your mentees that they can use any language for the CoP portions today. 6Ps/TETE training should be in English only or ask much as possible. ☺

Session 4 Schedule

Time	Activity	Description
9:00-9:15	Welcome	Attendance & welcome activity
9:15-10:45	TETE	Increasing Classroom Interaction
10:45-11:00	Break
11:00-12:15	TETE	Plan, Teach, Reflect, Adjust, Part 1
12:15-1:15	LUNCH
1:15-2:30	TETE	Plan, Teach, Reflect, Adjust, Part 2 (start)
2:30-3:00	Debrief & Wrap-up

Session 4 6Ps/TETE Content

	Increase Classroom Interaction	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	Teacher included activities that required students to interact.
2	Teacher used a variety of interaction patterns. (e.g., whole class, small group, partners, independent, mingle)
3	Teacher gave enough student talk time and reduced teacher talk time.

	TESOL’s 6Ps **	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
3	Teacher planned an engaging lesson that promoted language learning in a meaningful way.
4	Teacher adjusted lesson or language to assist struggling students or to challenge fast finishers.
5	Teacher regularly checked to see if students were learning and able to meet objectives.

	Plan, Teach, Reflect, Adjust	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	Lesson objectives were clear, obtainable, concise, and observable.
2	Objectives for the lesson were achieved.
3	Teacher wrote and used a lesson plan that followed the steps.
4	Teacher had a lesson that was well scaffolded.

Session 4 Lesson Plan

Outcomes: (Mentees Will Be Able To) Describe the importance of student-to-student interaction in a language classroom. Examine and use a variety of effective student interaction patterns. Use methods to increase student talk time and decrease teacher talk time. Give and receive positive effective feedback Use the CoP Rubric to observe and provide feedback to peers Practice giving and receiving feedback using PQP (Praise, Question, Polish)
Evidence: Activity micro-teaching Providing positive effective feedback during microteaching Using the Observation Rubric to reflect on self, peer, or master class observations Lesson Plan Reflection
Preparation: TETE Module 5 Video 1: https://sites.google.com/view/mason-tete/module-5-increasing-classroom-interaction?authuser=0 https://sites.google.com/view/mason-tete/module-6-ptra-plan-teach-reflect-adjust?authuser=0 Bring enough markers and poster paper. Provide links to CoP Facilitation Guide (all materials are inside) Provide hard copies of RPM and Mentee handouts (as needed)
TETE Module 4: Increasing Classroom Interaction
Instructions	Resources	Time
Warmup-Engage
Slide 2 – Today’s Schedule Let’s review today’s schedule. Slide 3 – Session 4 TETE Content Increase Classroom Interaction Slide 4 – Session 4 Objectives Let’s look at the CoP Session 4 Objectives we will cover this morning. Slide 5 Activity 1: 4 Corners Set up 4 Corners with agree, disagree, strongly agree, and strongly disagree on 4 walls Read a statement and say go. Mentees walk to a sign according to their opinion. Mentees discuss their opinions for 2 minutes. One Mentee from each group shares their opinion Example statements: In order to learn a language, we need to use it. Teachers should speak more in class than students. Classroom interaction gives students an opportunity to use “real” English. It is easy to do interactive activities in class, for example group and pair activities. Transition: Today we’re going to discuss ways we can increase student interaction in our classrooms.	agree, disagree, strongly agree, strongly disagree signs	15
Presentation
Slide 6 Activity 2: Video 1. Increasing Student-to-Student Interaction Give each student the Classroom Interaction organizer. Watch the video. Pause the video at Brainstorming so Mentees can write their ideas in the survey. Pause the video at the Survey and give Mentees 5 minutes to complete the activity. Finish the video. Ask Mentees: Is there real-life communication in the classroom with the survey activity? Did the survey activity use whole class, group, or pair interaction? How can you use this activity in your class? Be specific. Think of a grade and topic. Transition: Now we will practice activities that allow students to interact in pairs and groups.	TETE Videos https://sites.google.com/view/mason-tete/module-5-increasing-classroom-interaction?authuser=0 Handout: Classroom Interaction Organizer	15
Practice
Slide 7 Activity 3: Guiding the Artist It is important to give clear instructions for this activity to decrease teacher talk time. Model the activity: Find a simple photo on your phone or in Google. Give each Mentee a piece of paper. Give instructions: I will describe my picture. Draw what I describe on your paper. After you have finished describing your picture, compare it to the ones the Mentees drew. Ask Mentees to find a simple photo on their phone. Give each Mentee a piece of paper. Pair up the Mentees. In each pair, name one partner A and one partner B. Give instructions: Sit back-to-back with your partner (model). A’s raise your hand. B’s raise your hand. A’s, do you have your picture ready? When I say go, As describe your picture. B’s draw the picture. Ask ICQs: A’s, what will you do? B’s, what will you do? Go! Give Mentees 5 minutes to describe and draw their picture. Change—B's describe their picture and A’s draw it. Give Mentees 5 minutes to complete the drawings, then ask them to compare their drawings. Ask follow-up questions: What kind of interaction was this activity? (pair) Who talked more, the teacher or students? (students) How did the teacher decrease teacher talk time and increase student talk time? (modeled, gave simple instructions, created pairs) How can you use this activity in your class? Be specific—think of a grade and topic. Slide 8 Activity 4: Heads Up Sentences Cut out the sentence flashcards and scramble the words in each sentence. Divide Mentees into groups of 6. Assign each Mentee in the group a letter—A, B, C, D, E, F. Check that each Mentee knows their letter. Give instructions: When I say go, close your eyes. When I call your letter, open your eyes. You will see a word on a flashcard. Remember the word. Close your eyes again. (You can model this and show an example flashcard.) Ready? Go. Call out each letter and show card with one word from a sentence. After you have shown all the flashcards in the sentence, give instructions: Ok, everyone, when I say heads up, open your eyes. Heads up! When I say go, share your word with the group. Unscramble the words to make a sentence. Write the sentence on a piece of paper. When you finish, raise your paper and say bingo. You can write these instructions on the board: Share-unscramble-write-bingo Ask ICQs to make sure the instructions are clear. Say go. Mentees unscramble the sentences, write them, and say bingo. Check their answers. Ask: What kind of interaction was this? (group) How can we make this activity easier? (use shorter sentences, use capital letters, use periods) How can we make this activity more difficult? (longer sentences, give students more than 1 word to remember) How can you use this in your classroom? Be specific—think of a grade and topic/lesson.	simple photo paper Resource: Heads Up Sentences	15 10