Community of Practice Facilitation Guide (Cohort 3)

Questions	Name of Classmate	Name of Classmate
Name of Classmate
Where do you live?
What are your hobbies?
What is your favorite food?
What is your favorite word in English?
Write a question you want to ask:

Resource: Activity 4 -- Heads Up Sentences

we	are	the	greatest	English	teachers
interactive	activities	are	fun	and	engaging
my	students	love	doing	interactive	activities

Handout: Activity 5 – Microteaching — Interactive Activity

Instructions:

• 
  Write instructions you will give your students to complete the activity. Don’t forget to include instruction checking questions (ICQ)s.
  
• 
  Write comprehension checking questions (CCQs) you will ask your students as they do the activity after the activity has been completed.
  
• 
  Include what you’ve learned in the TETE: Interactive Classroom Activity Session
  
• 
  Microteach your activity
  
• 
  Provide peer feedback using the CoP Observation Rubric.
  

7. 
   What kind of interaction was in the activity? (whole class, group, pair)
   
8. 
   Was there more student talk time or teacher talk time?
   
9. 
   Why was this activity engaging?
   
10. 
    What was one thing you thought was “well done” (no changes necessary)? Why?
    
11. 
    What was one thing that “needs a little work”? Why?
    
12. 
    What was one thing that “needs a lot of work”? Why?
    

Activity Instructions
Write your instructions here using bullets:

Handout: Activity 5 -- Observation Rubric (all sections)

	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.

	TESOL’s 6Ps	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	Teacher learned more about learners.
2	Teacher created a comfortable learning environment.
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.

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

	Giving Clear Instructions	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	Teacher gave clear instructions to form groups.
2	Teacher gave clear instructions to complete activities.
3	Teacher used ICQs to check understanding.

	Checking Comprehension & Providing Feedback	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	Teacher used CCQs to check understanding
2	Teacher used appropriate teacher talk to give effective feedback
3	Teacher used a variety of feedback strategies to correct student errors

	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.

Handout: Activity 9 -- Matching the Objective & Activity Multiple Choice

1. 
   Objective: SWBAT talk about their family.
   

Choose the best activity:

1. 
   Students will draw a picture of their family and present it to a partner.
   
2. 
   Students will complete a fill-in-the-blank handout using a word box with family vocabulary.
   
3. 
   Students will read a dialogue about a family.
   

2. 
   Objective: SWBAT orally describe types of habitats.
   

Choose the best activity:

1. 
   Students will list 5 habitats.
   
2. 
   Students will build a model of a habitat and present it to their classmates.
   
3. 
   Students will watch a video about types of habitats.
   

3. 
   Objective: SWBAT compare and contrast 3 aspects of American and Uzbek culture.
   

Choose the best activity:

1. 
   Students will research the similarities and differences between American and Uzbek culture.
   
2. 
   Students will create a video to compare and contrast 3 aspects of American and Uzbek culture.
   
3. 
   Students will do a jigsaw reading about American and Uzbek culture.
   

Resource: Activity 9 -- Matching Objective & Activity Multiple Choice (Answer Key)

1. 
   Objective: SWBAT talk about their family.
   

Choose the best activity:

1. 
   Students will draw a picture of their family and present it to a partner.
   
2. 
   Students will complete a fill-in-the-blank handout using a word box with family vocabulary.
   
3. 
   Students will read a dialogue about a family.
   

A is the best answer because students freely talk about their own family in this activity. B is only writing an answer from a word box. They are not talking. C is only reading.

2. 
   Objective: SWBAT orally describe types of habitats.
   

Choose the best activity:

1. 
   Students will list 5 habitats.
   
2. 
   Students will build a model of a habitat and present it to their classmates.
   
3. 
   Students will watch a video about types of habitats.
   

B is the best answer because it requires students to speak about the habitat. A is only writing a list, and the objective says to describe the habitats. C is only watching a video. Students are not describing the habitat.

3. 
   Objective: SWBAT compare and contrast 3 aspects of American and Uzbek culture.
   

Choose the best activity:

1. 
   Students will research the similarities and differences between American and Uzbek culture.
   
2. 
   Students will create a video to compare and contrast 3 aspects of American and Uzbek culture.
   
3. 
   Students will do a jigsaw reading about American and Uzbek culture.
   

B is the best answer because students are producing language independently. A is only research. The students aren’t freely using the language.
C is only reading.

Handout: Activity 10 – Objective/Lesson Activity Feedback Rubric

	Activity Objective	Done Well	Needs A Little Work	Needs a Lot of Work
a.