08/07/2015
Micro-training tasks
As promised - the tasks from the East London training!
Micro-training
2 - Giving Instructions
A.
Running Dictation
TEXT:
Running dictations are a great way to
energise a class, involve learners in all four skills: reading, writing,
listening and speaking, as well as team work. When organised well they are an
effective learning tool. Unfortunately if instructions are not given well,
chaos may ensue and there could even be accidents.
TEXT:
Running dictations are a great way to
energise a class, involve learners in all four skills: reading, writing,
listening and speaking, as well as team work. When organised well they are an
effective learning tool. Unfortunately if instructions are not given well,
chaos may ensue and there could even be accidents.
TEXT:
Running dictations are a great way to
energise a class, involve learners in all four skills: reading, writing, listening
and speaking, as well as team work. When organised well they are an effective
learning tool. Unfortunately if instructions are not given well, chaos may
ensue and there could even be accidents.
Micro-training
2 - Giving Instructions
A. Running Dictation
Instructions
Prepare one piece of paper with the text
for each team and pin up either outside the classroom or at an extreme end of
the room so it is not visible from the tables.
Organise students into groups of 4, tell
them who is 1,2,3,4
Number 1 from each team goes to their (how
will they know which is theirs?) paper and tries to remember as much as
possible – a few words, a phrase or a short sentence. They do not remove the
paper.
Number 1 returns to their group and
dictates the sentence while number 2 writes it down. The others listen and
help.
Only one representative from each group
should be looking at the paper at one time.
Now number 2 goes to the paper and
continues the process trying to remember as much of the text as possible, returning
to the table and dictating it to Number 3.
The process continues round the table until
all the text has been written. One of the team can then fetch the text and the
whole team compares their version to the original and see if they have made any
mistakes.
Micro-training
2 - Giving Instructions
2. Find someone who…
1. ……………………………… has never done teacher
training before.
2. ………………………………. has problems giving clear
instructions.
3. ……………………………….. doesn’t like using
technology when training teachers.
4. ……………………………….. has taught for more than 15
years.
5. ……………………………….. likes using games and
activities like this when teacher training.
6. ………………………………. is confident they can design
training materials.
7. ………………………………. is ready for a break!
Micro-training
2 - Giving Instructions
B.
Find someone who…
Instructions:
Give out one
worksheet per person
Ask participants to read them quietly and check they understand them
Explain that the name is missing, they need to find someone whose name
can start the sentence and make the sentence true. They must pay attention as
some are negative sentences.
Ask students to form one or two questions correctly as an example.
Then explain they are going to ask their classmates these questions.
Students move around the class asking different people, noting down a
name if it makes a true sentence
The same name may only appear once on the sheet!
Do some kind of wind up / review.
Micro-training
2 - Giving Instructions
C.
Matching
game
|
When planning training
|
is not about telling teachers how to teach.
|
|
Pair work and group work
|
but training also involves different skills to teaching.
|
|
Building rapport with your participants is important as
|
it’s important to consider the context teachers work in.
|
|
Teacher training
|
ensure that participants have a chance to share their ideas in a
non-threatening way.
|
|
Effective trainers have many of the skills which effective teachers
have,
|
teachers need to feel you understand their problems and respect them.
|
Micro-training
2 - Giving Instructions
C .Matching
game
Instructions
Cut up the cards so you have one per participant
Plan what to do if you have an odd number
Hand out a card to each participant and ask them to keep them secret
Ask them to read their card. It’s half of their sentence. Ask them to
write down what they think is the other half of their sentence. They mustn’t
share any of this with the others.
They should walk around and read out their halves to each other in order
to find their partner – the person who has the other half of their sentence.
Once they are sure they have their partner they should sit down together.
When everyone has their partner. Ask each pair to read out the full
sentence and say how close it was to how they guessed their sentence was
completed.
Do some kind of review / wind up.
Micro-training
2 - Giving Instructions
D. Pair dictation
A.
An effective trainer __ ____ __ _______ many useful
classroom practices to teachers __ ____
__ ____ ________ _________ __ _________ which focus on particular aspects of
teaching ____ __ ________ __________, developing thinking skills ___ __________.
By using different class management techniques __ ______ ____________ to answer
questions ____ _____ ___ ______ or rolling a dice, ____________ ___ __ ____
____ __ and appreciate such simple strategies ___ ___ ____ ____ ________ into
their classroom.
B.
__ ________ ______ is able to present ____ ______
_________ ________ __ ________ as well as those directly presented in workshops
_____ _____ __ __________ _______ __ ________ such as teaching vocabulary, __________
________ ______ and assessment. __ _____ _________ _____ __________ __________
to choose participants __ ______
_________ like lolly pop sticks __ _______ _ _____, participants get to take
part in ___ __________ ____ ______ __________ and can take them directly ____
______ __________.
Micro-training
2 - Giving Instructions
D.
Pair
Dictation
Instructions
Explain or model the activity with an example.
Arrange the group into pairs facing each other.
Hand out the sheets A to one person and B to the other person in the
pair.
Ask them not to look at each others’ paper.
Tell them to take turns reading the segments of the text to each other,
while their partner fills in their gaps, until the entire text is completed.
Ask them to reflect back, giving comments of the task and the content of
the text.
Micro-training
2 - Giving Instructions
E. Board game
Sorry the snakes and ladders board game won't upload!!
Micro-training
2 - Giving Instructions
F.
Board Game
Instructions
Each player needs a counter
The group need a dice
Each player takes it in turn
to roll the dice. They move their counter forward the amount of spaces shown on
the dice.
If the counter lands on the
head of a snake, the player must slide their counter to the bottom of the snake
and begin again from there when it’s their turn
If the counter lands on the
bottom of a ladder, they must move their counter to the top of the ladder and
start again from there
If a player lands on a square
that says Q – they must ask the others a question about Teacher Training e.g.
What should we know about the teachers we train?
If a player lands on a square
that say I – they must tell the rest of their group something they know or
believe about Teacher Training e.g. I think that it’s imprtant to build
teachers’ confidence.
If a player lands on a P – they
must tell the group something personal about themself e.g. I have never liked
brocolli.
The first player to reach the
star is the winner.
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