Table of Contents Acknowledgement
p. 3
Introduction
p. 4
Map of the book
p. 4
Unit 1: Inter-personal Skills Personal Goals and Objectives Problem Solving Critical Thinking Leadership
p. 7 p. 8 p. 9 p. 10
Unit2: Civic Education Interactive Techniques to Engage Students into their Communities Interactive Techniques to Involve Parents into their Communities Dealing with Students’ Obstacles when Volunteering Overcoming Individual vs Collective Obstacles
p. 11 p. 12 p. 13 p. 14
Unit 3: Workshop Planning Lesson Planning Classroom Management Developing Learners’ Autonomy Desigining Civic Education Activities
Printables
p. 16 p. 17 p. 18 p. 19 p. 20
Civic Education through Language Teaching by Ghizlane Zouai 2
Acknowledgement
I wish to thank Babel school’s director, Nourredine Bessadi, and his team for all the help and support they provided during the training. It was a delight to work with a dynamic team and very enthusiastic trainees. I connot also axpress enough thanks to Mohamed Tahar Asses and Susan McDowell for their continued support and feedback that helped me bring my work to completion.
Civic Education through Language Teaching by Ghizlane Zouai 3
Introduction It is under the Teaching Civic Education through Language Teaching (T CELT) program that the manual has been designed. The projected aimed at teaching civic values (freedoms, rights, and responsibilities of a citizen) through language courses to young Algerians in order to foster Algeria’s next generation of leaders. The curriculum for the TCELT program consists of modules for students covering four distinct but interrelated topics, as well as three training workshops to help teachers in delivering the program. The four modules are Critical Thinking, Decision-Making Techniques, Democracy and Participation, and Citizenship. The three teachers’ training workshops are a teachers’ training workshop on critical thinking, decision-making techniques, democracy and participation, and citizenship; a teachers’ training workshop on interactive teaching techniques; and a teachers’ training workshop called “How to create a thematic course in a language classroom”, to help teachers in integrating the notions outlined in the four modules in their language courses. In addition, a YouthAdult partnership activity will train youth and their adult partners to plan and host community forums in order to identify a community need that can be addressed by an action project.
How to use the booklet? You will find in this booklet a step to step guide on how you can train language teachers to teach civic ideas to their learners. Each unit has a heading ribbon about classroom management features that would help you better plan your workshop. This is followed by a detailed description of activities, games and reflection questions that you can use to better enhance your trainees’ motivation and interest. Divided into two sections, the blue and orange units, it first gives you hands-on ideas to introduce the themes that are on the booklet map, supplemented by useful classroom tools and techniques for novice trainers. You will find also that most of the activities are paperless or technology free, due to the unavailability of materials in Algerian classrooms. This does not deny the fact that you can, of course, adapt and design your own games which would be an added value to your portfolio
Civic Education through Language Teaching by Ghizlane Zouai 4
Map of the book Session Unit 01 1. Personal Goals and Objectives
Audience New in-service / Pre in-service teachers
2.
Problem Solving
New in-service / Pre in-service teachers
3.
Critical Thinking
Pre in-service/ Experienced teachers
4.
Leadership
New in-service / Pre in-service teachers
Aim(s)
Content Inter-personal Skills To determine Personal vs. collective goals personal goals and Setting up personal goals demonstrate ways to Designing an action plan elaborate action plans To get to know and Introduction to problem solving explore a variety of Types of problem solving techniques related to Problem solving cycle problem solving. To contrast thinking Thinking vs. critical thinking and critical thinking Thinking critically - how to and develop Building the critical thinking lens successful strategies. Critical thinking in the digital age To develop individual capacities and determine the leadership challenges
Unit 02 5. Interactive Techniques to Engage Students into their Communities
New in-service / Pre in-service teachers
Identify community and students needs and explore log trem solutions.
6. Interactive Techniques to Involve Parents into their Communities
New in-service / Pre in-service teachers
Elaborate ways to motivate parents to take actions at community service events
Time 120 minutes
90 minutes
120 minutes
120 minutes Leader’s characteristics Leader’s challenges Key features in developing the leader in you
Civic Education 90 minutes What is community engagement? 5 ways to improve students’ engagement Students’ benefit of community engagement 90 minutes Parents’ role in the community Parents’ interest in community service
Civic Education through Language Teaching by Ghizlane Zouai 5
7. Dealing with Students’ Obstacles New in-service / when Volunteering Pre in-service teachers
To get to know external factors on preventing learners to volunteer
Students’ obstacles Helping learners to volunteer
90 minutes
8. Overcoming Individual Collective Obstacles
To make the learners aware about their role as individuals and in society
Your ecosystem Individual and collective obstacles Power shift
120 minutes
vs New in-service / Pre in-service teachers
Unit 03 9. Lesson Planning
10.
11.
Classroom Management
Developing Learners’ Autonomy
12. Desigining Civic Education Activities
New in-service teachers
New in-service teachers
New in-service teachers
New in-service teachers
Workshop Planning Consider looking at The role of warm up activities precise objectives and Left brain vs right brain standards when Types of language syllabus planning a lesson Lesson plan stages Microteaching Get to know practical techniques to build up a successful working atmosphere
Elaborate ways to encourage learner centeredness in class
Work on the main principles of designing civic education games
120 minutes
Principles of adult and teen 120 minutes learning Planning a workshop Classroom seating and instructions Microteaching 90 minutes
Four corners statements Developing responsible autonomous learners Simulation
Left and right brain Principles of games Microteaching / video observation
and
90 minutes
Civic Education through Language Teaching by Ghizlane Zouai 6
1. Personal Goals and Objectives Aim(s) :
To determine personal goals and demonstrate ways to elaborate action plans
Duration:
2 hours
Material:
Whiteboard, markers and flipchart papers.
Class setting:
CafĂŠ style
1.b Lead in 3. After that, make up groups of 4 and ask them to name the five factors they can take or need to reach from one of the listed objectives by using the Star Ask trainees to think of a personal or professional activity they wanted to chart. do recently. Write the following statements on the board: 4. Trainees post their work and have a whole class feedback. Try to elicit the SMART goals indicators and explain them. 1. What did you want to achieve and why? 2. What steps did you followed? Simulation 3. How long did it take you to fulfill your aim? 1.Keep the same groups and announce that they will do a simulation. 4. What was the hardest challenge you faced? 2. Explain that they will have to design an action plan based on a suggested theme. In pairs, trainees discuss their ideas and then share their feedback with the 3. Provide each team with a task: whole class. Encourage them to come up with examples to avoid any a. Create a secondary school curriculum/ manual misunderstanding at this stage. b. Organize an event for disabled people c. Give a presentation about drugs in schools Setting up Personal Goals d. Have stomach surgery 4. Give an example of an action plan to help the groups start and remind the 1.a Individually ask trainees to: trainees to use the SMART objectives as a measuring scale. 1. Jot down on a poster paper all the objectives that they may want to get 5. After a while, ask leaders from each group to post and talk about their work to in a lifetime. Give personal objective examples, like learning Spanish, or for 2or 3 minutes. career one, as being promoted. Round up the session by a reflection stage wherein trainees share what they 2. When finished, ask trainees to take a look at each other’s notes and have learnt and how they can use it in their lives. then have a whole class discussion. Alternative: if there is no printer available, encourage your trainees to draw their hands or a star on a paper. As soon as they finish, ask them to pass their work to their peers. Civic Education through Language Teaching by Ghizlane Zouai 7
2. Problem Solving Aim(s) :
To get to know and explore a variety of techniques related to problem solving.
Duration:
1 hour 30 minutes
Material:
Whiteboard, markers and colored sticky notes, 2.a & 2.b hand outs
Class setting:
U-shape or Café style
Lead in Tell a short story of l’Inspecteur Mergo to your class (or any other detective stories) and focus on the character’s role to elicit words like: case, logic, thinking process, looking into details, problems and solutions. After that: 1. Invite trainees to gather around a table 2. Let them know that you will ask a series of questions and that they have to write and post their answers using the sticky notes. a. In one word, what does mean to you? b. What’s the most recent problem you faced? c. Did you find a solution? If yes, please write it down? d. Did someone help you? If yes, how? If no, why? e. State the steps you went through to overcome your issue. f. How did you feel at the end? 3. Model then check their understanding. 4. Round up with a discussion wherein you focus on the notion of problem solving to the class. Types of problem solving 2.a Ask trainees to do this activity alone then check with their peers. Solve the crime In this activity trainees will play the role of a detective. Tell the below story and ask them to guess who died and how. They can collaborate with other peers if they want to.
There is a small room with an open window. There is a table inside the room. There is a broken glass, some water on the floor. There are two dead bodies on the floor. Solution: The wind blew a fish bowl off the table and the two dead bodies are fish. Problem solving cycle Introduce chart 2.b and cut up stages Define the problem on page 27 Put trainees in small groups and ask them to complete the cycle. Model then check their understanding. Follow up with a class feedback. Dictionary problem solver Associating words to a problem can be a creative way that helps us overcome day-to-day issues. Bring dictionaries, newspapers or magazines to the class. Distribute them among the pairs /groups and allow some time for your trainees to consult them. After that, elicit 4 to 5 community related issues. Then, ask each team to randomly pick up 6 words they are aiming to use as key words to generate solutions. Reflection Wall At the back of the class, stick a reflection flip chart and ask participants to work in pairs/ groups and suggest other ideas that they may have. Give them some minutes at the end of the workshop to read the notes.
Civic Education through Language Teaching by Ghizlane Zouai 8
3. Critical Thinking Aim(s) :
To contrast thinking and critical thinking and develop successful strategies.
Duration:
2 hours
Material:
Whiteboard, markers and colored sticky notes.
Class setting:
Circle or CafĂŠ style
Lead in
Learn to think critically With your class elicit ideas about how to think critically. Decide on the used Line up: Make up small groups of 6 and hand out cut ups 3.a. Trainees method and stages then create a mindmap. See 3.b have to make a definition line for the term Critical Thinking by reading their papers. Trainer should then explain by providing real life Algerian Building your critical thinking lens examples. Introduce 3.c to your trainees. Explain that at the top they have to write the issue they are evaluating. The chart is then divided in two three sections. The Thinking first one should have two questions to get the facts, the second is about Write the below questions on ice cream sticks. Allow 10 minutes for the questions to evaluate the facts and the last one is a two drawing conclusion pairs to take turns to discuss them. statements. At the bottom, there is the final conclusion using logic. After that, 1. Do you think you think clearly? let the participants know that they will use the Critical Thinking Lens to draw 2. Do you sometimes feel that you are the only one thinking what you concusions regarding the statements in 3.c are thinking? 3. Do you think it is a problem to think through a problem? Extra: Thinking critically in digital age 4. Do you think you can learn to think better? There are numerous ideas on how to teach the new web search skills. If the 5. How many types of thinkers do you think there are? class is equipped with desktops and there is internet access, the trainer can: 1. Teach basic internet vocabulary and safety forms. Thinking vs. Critical Thinking 2. Encourage participants to use basic online tools. Divide the class in to two groups. Ask them to note down the differences 3. Expend their awareness about bias, logical fallacies, hoax websites and between thinking and critical thinking. After that, ask them to post their how to evaluate information and photos online. work. Give 5 minutes to the trainees to go around and read their 4. Have them create their own blog. classmates’ work. Allow them to use sticky notes to add comments or If the class does not have desktops, trainer brings a palm device such as a tablet questions. Finish up with a class discussion. and displays a set of photos, or an article. Let participants to ask as many questions as they want to gather information about the provided material. Note: Please make sure that the trainees do understand the difference After that, have them think backwards and categorize their questions, for between these two concepts to avoid any misunderstanding. instance questions related to the source, or questions about the reason (s).At the end have them elavuate which questions are worth considering when surfing online. Civic Education through Language Teaching by Ghizlane Zouai 9
4. Leadership Aim(s) :
To develop individual capacities and determine the leadership challenges.
Duration:
Material:
Whiteboard, markers and colored sticky notes, 4.a copies
Class setting:
2 hours
Lead in
Marshmallow challenge Let trainees know that they will have to build up the tallest freestanding Human knot structure which can hold an empty can. 1. Make up groups of 4 and set the activity time for 20 minutes. This is a good energizer that would help you create a nice learning 2. Give each group 20 spaghetti straws, 15 cm tape, 15 cm of string and atmosphere and get the participants to know each other more. empty cans. 3. Model and check their understanding. Ask trainees to make a circle. Start by telling the group some facts about 4. When finished give out to each individual the task reflection 4.a yourself. If someone hears something similar to them, they should shout 5. Conduct a class feedback “Me too!” You then have to throw the wire. The second person should follow up, then the third, and the entire group, until you make a web. Reflection: Ask groups to answer 4.b questions then conduct a class feedback. The last person with the wire ball should make their way through the web Observation to get the string back like a line. They are likely to be directed by a Watch the marshmallow challenge video by Tom Wujec at member or members from the group. www.marshmallowchallenge.com Then decide if the following suggestions are right or wrong: Reflection: Ask trainees to use 4.a questionnaire to write down their notes a. How was the Marshmallow challenge first used by Tom? then encourage them to check their answers in pairs. Conduct a class b. Are the heights that matter most or the way the work has been feedback. conducted? c. Why do you think kids create the tallest tower? Discuss the following: d. What should we learn out of this game? What is a leader? Give an example from your community/ country. What are their qualities? Develop the leader in you What helped them create such an impact? In groups brainstorm best ideas that are available in their towns to develop their leadership skills. Ask trainees to post their work and explain their notes Alternative: You can do an analogy between a good and a bad leader then follow up with a feedback session Civic Education through Language Teaching by Ghizlane Zouai 10
5. Interactive Techniques to Engage Students into their Community Aim(s) :
Identify community and student needs and explore long term solutions.
Duration:
90 minutes
Material:
Whiteboard, markers and flipchart papers, colored ice cream sticks
Class setting:
Café style/ Herringbones
Lead in
6. Explain that to rest of the participants that they should go around like in a fair, and look at each of the groups’ work. They are also allowed to ask questions to leaders so to get further explanation.
Distribute a set of cards to the trainees. Explain that one person among them with the joker card can kill by winking at them. They then should play dead. Ask the group to mingle around the room and keep eye contact Students’ benefits of community engagement with everyone. Players who were not killed should also guess who the killer is. Take a trainee from each group and make up other groups of 4. Put a cup with a set of questions written on ice cream sticks (Please see below). Ask What is students’ community engagement? participants to pick up a question and discuss it for about 2 minutes. Explain Brainstorm all ideas that are related to the word engagement. Try to focus that when you clap your hands they should move to the other question, until on the region you are in and elicit the issues they face. Write down on the they finish them all. Then conduct a class feedback. left side of board their suggestions and keep them for the next step. 5 ways to improve students engagement 1. Divide the class into groups of 4 and ask them to decide on what attracts and or interest young people. 2. Give 5 minutes, and then use the right side of the board to note all their ideas. 3. When finished they have to use both notes and make up a 5-tip guide to use in their service teaching to engage their learners. 4. Provide flipchart paper to the groups and encourage them to jot down their tips. 5. After 10 minutes, ask leaders from each team to stand next to their posters.
a. What can students gain from community engagement programs? b. Name one project that learners can use to promote equality and diversity. c. How can your community needs be met? d. Should we reward participants for their time and efforts? e. What means can learners use to promote their achievements? f. Do you believe in digital community engagement? Why? g. Identify online tools that can help students in their work.
Civic Education through Language Teaching by Ghizlane Zouai 11
6. Interactive Techniques to Involve Parents into their Comunity Aim(s) :
Elaborate ways to motivate parents to take action at community service events
Duration:
90 minutes
Material:
Whiteboard, markers and flipchart papers , datashow
Class setting:
Café style
Lead in Parents’ interest towards community service Let participants know that they will watch a 3 minute video called “The Icing on the Cake” which is about Balnca and Connie. Ask them to carefully 1. Divide the class into four groups of: parents, visually impaired people, observe the mother’s role in the family and with her daughter. Allow neighbours, school teachers / head teachers trainees to have a 1 minute chat with their peers then follow up with a 2. Let them know that in few minutes they will act out by expressing why class discussion. they do not take part in events that are related to their community. 3. Allow more than 10 minutes, then provide flipchart paper and markers Alternative: If there are no audiovisual devices in the classroom, tell an to the same groups and ask them to make out a list of ways on how they anecdote or encourage one of the trainees to do so. can motivate parents. 4. Encourage them to give peer feedback then highlight that there are Video link: The Icing on the Cake by Story Corp. other bodies that should work on motivating parents too. Parents’ role in the community Gather the trainees around a table and hand out post-its. Explain that you will ask questions and that they have to write down the answers and post them on the table. When you are done with all the questions, discuss again some of the notes and lead the class to diagnose the reasons we should involve parents in community service. a. b. c. d.
Do you take part in community service events? Why might social events interest parents? Why is it important to involve them? Which measures determine that a family is engaged in helping other groups?
Civic Education through Language Teaching by Ghizlane Zouai 12
7. Dealing with Students’ Obstacles when Volunteering Aim(s) :
To get to know external factors on preventing learners from volunteering
Duration:
90 minutes
Material:
Whiteboard, markers and flipchart paper.
Class setting:
Café style
Lead in Ask trainees to make up two lines. Explain that they are standing at the side of the road and that you will ask questions and if they agree they have to cross the road. Model with a simple question like “ Cross the road if you feel happy today?” or cross the road if: a. you have ever been a volunteer? b. It helped develop some of your skills? c. you had problems while volunteering? d. you associate volunteering with politics? e. there are no good associations to volunteer with? f. volunteering helped you to get a job?
Helping students to volunteer Step3 Let the trainees know that they will discuss their solutions into a debate. Establish some conversation rules, like respecting the group leaders’ when talking. Take note of the solutions that have been mentions and ask the trainees to make up an action plan that they should share with their learners, association or school.
Students’ obstacles Step 1 Make up three community groups made up of Associations, Individuals and Government. Ask them to discuss and find out all the factors that may stop learners from volunteering. After that, make up groups with the three bodies and ask them to share their notes. Encourage them to argue and illustrate as much as they can. Step 2 Then they should go back to their initial teams and exchange with their peers what they learnt. Ask them to find ways on how to overcome these issues.
Civic Education through Language Teaching by Ghizlane Zouai 13
8. Overcoming Individual vs Collective Obstacles Aim(s) :
To make the learners aware about their role as individuals and when in society
Duration:
2 hours
Material:
Whiteboard, markers and flipchart papers.
Class setting:
Circle
Lead in Write the letter E in flipchart paper and put it in the center of the circle. Ask each participant to name or describe the letter they see from where they are setting. After their feedback ask them to exchange their places and to share again what letter they see and if it is the same. Worth explaining at this point that people see things differently and from different perspectives.
Individual and collective obstacles There are of course personal and collective obstacles that we should consider before discussing common social issues. Invite a participant to stand in the front of the class and shape one of the problems. Ask the rest to guess and shout the answer. The words are: Education, job / employment, health care, leisure, salary, and housing. Ask the pairs to then scale the above problems according to their importance in their community. When finished, review and discuss their suggestions.
Your ecosystem Let trainees know that each one of us has their own ecosystem. Model with your own life using a mini ecosystem mapping where you are in the center and you have family, career, studies and sport in your network. Further explain that they have to zoom in and extend the branches of the mindmap. After 5 minutes, groups them in pairs and ask them to share their drawing.
Powershift Move on to a simulation by inviting the pairs to stand up and come to the center of the room. Explain that one of the pairs will be A (most dominant) and B (completely submissive). The degree of dominance or submission depends on the number you will assign to each of the As and Bs. For example A5 is totally dominant than B2. After that give the teams an action to perform and then assign their power. For instance A3 B1 and the situation is “Convincing your Again and in pairs, ask them to zoom out and think about the problems partner to go and vote”. Allow 5 minutes then swap the roles. they meet at each section. Conduct a 10 minute class feedback and relate what have been said to society and or special groups. At the end conduct a feedback session by asking the following questions: 1. Describe your inner thought when being A5 or B5/ A1 or B2? Make up a joke about socially well-known fact and ask the following 2. Which was the most comfortable or uncomfortable role for you? And question: “By being socially included, what will you gain?” Then why? brainstorm their ideas. 3. How does this connect to what roles you play in your life?
Civic Education through Language Teaching by Ghizlane Zouai 14
Civic Education through Language Teaching by Ghizlane Zouai 15
9. Syllabus & Lesson Planning Aim(s) :
Consider looking at precise objectives and standards when planning a lesson
Duration:
2 hours
Material:
Cut ups 10.b and lesson plan stages 10.c
Class setting:
Café style / herringbones
Lead in Lesson plan stages 1. Divide the class into groups of 4 2. Print and cut section 10.b which is about lesson plan stages and their definition then stick them around the class. There should be enough tags for all groups. 3. Hand 10.c to the groups and ask them to find out the sections’ names Choose a set of well-known idioms, like ‘it cost me an arm and a leg’, and and their definitions. write half of each phrase on a piece of paper. The number of pieces should 4. Follow up with a class feedback match the number of the learners in class. After that, fold and put all papers in a hat. Each participant should then take a piece and mingle to Microteaching find the member of the group with the matching piece. To practice, and in groups, give trainees sample activities from their course Feedback books. Then ask them to select a task and then use again 10.c to come out with Encourage your participants to share their feeling when being assigned a lesson plan. tasks they did not know or when the instructions were not clear. Highlight also the importance of beginning any lesson with a warmup/ energizer. After more than 30 minutes, ask each group to swap their work with another. After that encourage them to give on the spot feedback. Types of language syllabus Ladder discussion Follow up with a matching activity using10.a. As an alternative, you can give it as homework To end the session, ask trainees to make two lines. Make sure that each one of them has a partner. Then ask a question and let them discuss it in pairs. After a minute, move one of the trainees who is at the edge of one of the lines to the other end and folow up asking the second question. Start the session by asking casual questions to the group, for example if they had a good weekend. Then appoint tasks randomly to some members. Act serverly buy interrupting them when answering. Then move on to the below activity
Civic Education through Language Teaching by Ghizlane Zouai 16
10. Classroom Management Aim(s) :
Get to know practical techniques to build up a successful working atmosphere
Duration:
2 hours
Material:
Copies of chart 11.a and cut ups of 11.b
Class setting:
Circle
Classroom seating & instruction Lead in Explain to the participants that they will make a song without instruments. All they need to use is their voice, hands or feet. Make up pairs and ask them to agree on one sound. Then give the name of a popular song and ask the group to play it using their body as instrument. Principles of adult and teen learning Let pairs use both sides of chart 11.a to write the differences between teaching adults and teens. Encourage them also to think about other common learning aspects between both categories.
Discuss the below questions with the trainees: 1. What are your greatest classroom management struggles? 2. How can teachers improve learning in class? 3. What are the key aspects of student-centeredness? 4. What types of activities have we seen that rely on student interaction? Follow up by displaying seating one from 11.c and discuss how it can help learners in class. Then, invite them to work in groups and do the same for the other illustrated seatings. Finally, have a class feedback to clarify the main aspects of each one. Additionally, highlight how instructions should be given and give example.
When finished, highlight the importance of using such features to plan a workshop. Microteaching Planning a workshop 1. Dive the class into groups of 4 2. Give to each team cut ups 11.b and ask them to decide on the steps a trainer should consider before, during and after planning a workshop. 3. Give the first step as an example 4. After some time, conduct a class feedback
Let trainees know that they will design a workshop plan. Review the set of steps and questions they should ask to do so. Give each group a text from their course book which deals with a well-known social issue like pollution, HIV, immigration or languages. After 30 minutes, each team should assign a leader. This latter should go from one group to another and explain how their groups will run their workshops. To end up, encourage participants to reflect on each work and draw up a preference list.
Civic Education through Language Teaching by Ghizlane Zouai 17
11. Develop Learners’ Autonomy Aim(s) :
Elaborate ways to encourage learner centeredness in class
Duration:
1 hour 30
Material:
Whiteboard, markers and flipchart paper.
Class setting:
U-shape
Lead in Post 5 controversial statements related to the theme around the class. Ask trainees to move around the room to show their degree of agreement or disagreement. Encourage them to give arguments to support their point of views. 1. Autonomy means that learners can make choices about how / what to learn. 2. Learners’ autonomy means learning without a teacher. 3. Individuals who lack autonomy are not likely to be effective citizens. 4. Learners should be able to identify their own strength and weaknesses. 5. Using technology in class fosters learners’ autonomy. Correct any misunderstanding and further explain the notion of learners’ autonomy if needed.
Divide the board into two sections. Have one part for do’s and another for don’ts. Then elicit from the participants’ ideas on how a teacher should help foster learners’ autonomy and what should s/he avoid. Simulation Divide the class into two groups. Group A will act as teachers and group B will act as students. Group A: Let the teachers know that they will have copies of different activities taken from their course book that they have to select one and decide on how to deliver it so it foster learner-centered in class. Group B: Let the students know that a teacher will come to deliver a 5 minute activity. They have to develop and feedback form which would question whether the presenter encourage learners’ autonomy in class or not.
Developing responsible and autonomous learners Write the following question on the board: How to develop responsible When finished, ask each teacher to come in turns and do his/ her task. Students and autonomous learners? Allow 30 seonds for trainees to think then jot down their comments on the feedback form at the end of the presentation. comment about it. After that, ask them to prepare individually a list of questions about the techniques that a trainer should use to transform his/ At the end, conduct a class feedback. her teaching into a learner-centered. After 5 minutes, make up pairs and let them discuss in turns their questions and take notes. Allow 10 minutes; ask them to write individually a summary of their notes. Civic Education through Language Teaching by Ghizlane Zouai 18
12. Designing Civic Education Activities Aim(s) :
To work on the main principles of designing civic education games
Duration:
1hour 30
Material:
Whiteboard, markers, sticky notes and flipchart papers.
Class setting:
CafĂŠ style
Lead in
Microteaching
Left brain vs right brain Ask pairs to write down 5 facts about the left and right brain. After some minutes, conduct a class feedback and further highlight the role of each hemisphere in the learning process and why we need to vary activities.
With reference to all the games that are on the mindmap, give each group a task from their coursebook and ask them to decide on to use one game After a while, ask each of the teams’ leaders to come and do a small presentation highlighting which task they have, why they used the selected game and what will it help learners to develop.
Meanwhile, write on the board the below questions that the other groups should consider to give their feedback: Principles of games 1. Is the chosen game appropriate? If yes, why? 2. What other aspects the team should consider when designing or Elicit all ideas related to the words: civic, education and activities. Create a delivering the session? mind map and emphasis on the different games that participants know, 3. Is the civic idea well highlighted? Give an example. like role-play, story prediction or debates for instance. 4. If you have to recommend another way to do the activity, what will it be? Make up small groups of 4 and give them a flipchart paper and marker. Ask them to write down the main points they should consider when Alternative: you can also use some videos on Youtube to conduct video designing an activity. After some minutes, post their work on the wall and observations and follow up with a class feedback using the above questions. allow the groups to go around and use sticky notes to write their comments if they have any. Follow up with a small presentation of each work and then conclude with a list of agreed principles to use when designing an activity. At this point, you can also review the types of games that are used in class. Civic Education through Language Teaching by Ghizlane Zouai 19
Civic Education through Language Teaching by Ghizlane Zouai 20
1.a Personal Goals
Personal Leasure
Objective Financial
Professional
Civic Education through Language Teaching by Ghizlane Zouai 21
1.b Star Chart
Civic Education through Language Teaching by Ghizlane Zouai 22
2.a Types of problem solving
Math and Probability problems
Verbal intelligent problems
Logical intelligence problems
Pattern recognition problems
Lateral thinking problems
Visual spatial intelligence problems
It is about a strong logical reasoning that an individual is good at estimating solutions, analyzing problems and thinking abstractly about numbers. Are problems that often need to be thought of twice before solved. They are not typical logical problems but are designed to force you to think in different terms than you usually do. It usually is referring to the ability to evaluate information and solve problems using reasoning that is based on language. People with this intelligence are often described as artistic as they are very conscious of their surroundings and good at remembering visuals. They will also have a strong sense of orientation and take pleasure in reading maps . Is about people who have the ability to reason and calculate essential calculations, as well as using and manipulating equations with basic mathematical intelligence you don’t need to be very flexible. It is the ability to make out presented or rising patterns. It is also a vital skill if you want to get good at predicting what will happen next in situations. ŠDudye.com
Civic Education through Language Teaching by Ghizlane Zouai 23
2.b Problem solving cycle
Define the problem
Define the problem Determine the root
Select a solution
Develop solutions
Implement it
Evaluate it
Civic Education through Language Teaching by Ghizlane Zouai 24
3.a Critical Thinking
is the practice of using a number of different
advanced thinking skills in a variety of complex ways.
ŠJennifer Duncan. The Writing Centre, University of Toronto Scarborough
3.b Learn to think critically
How to think critically ?
Ask questions
Who, what, where, when & how
Use logic to avoid errors Civic Education through Language Teaching by Ghizlane Zouai 25
Getting facts Collect data Evaluating a conclusion Direct conclusion
Evaluate Drawing conclusions Evaluating facts
3.b The critical Thinking Lens
A
B
C
Conclusion
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10.a Types of language syllabus
Syllabus Task-based
Activity-based
Topic-based
Story-based
Number Definition 1. The basic idea is that the topic or theme should be understandable and interesting for the group of children you are teaching. This will ensure a level of motivation and involvement with the subject. 2. It is one of the most preferred and effective approach for bothteaching and learning. A story will form the basis of the sequence and you will then need to fix objectives and decide on the language and skills needed to understand the story. 3. It focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome 4. Its core principle is that learning should be based on doing some hands-on experiments and activities. In othher words, children are active learners rather than passive recipients of information
ŠThe TKT Course Module 1,2 and 3, 2011
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10.b Lesson stages cut ups
Warmer
Controlled Practice
Presentation
Lead-in
Free practice / Production
Feedback
A short activity at the start of the lesson to get learners ‘in the mood’ – to engage them with the language. For example, a vocabulary game, a brief mingle activity with questions, e.g. did you have a good weekend? Etc. Teacher gives a model illustrating the target language in context. The teacher may support the model with flashcards, text, video, audio recording etc. Learners practise the target language, focusing on grammatical accuracy and pronunciation. This can be through drills, sentence completion, information gap etc. Teacher monitors closely and steps in to correct if errors stop learners from communicating. An activity which precedes the main input part of the lesson to help to arouse interest, set the scene, establish the context. For example, a short discussion, brainstorming around a topic. Learners carry out an activity to practise the language with a focus on fluency. For example, role plays, discussions, projects etc. Teacher monitors as learners experiment with the new language At the end of the lesson, teacher comments on performance, gives suggestions as to where learners can improve, praises what was done well and may also give examples to reinforce the targert language ©The TKT Course Module 1,2 and 3, 2011
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10.c Lesson stages
Teacher Language Objective: Civic Education Objective: Material
Unit:
Assumed Knowledge:
Problem:
Stages
Time Interaction Activities
Aims
Reflection
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11.a Principles of adult and teen learning
Adults
Teens
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11.b Planning the workshop
Find out information about the participants What do they know about the subject or topic under discussion? Have they participated in a workshop before? What is their educational background? What language do they prefer to use? Do they live in a rural or urban area? Do they belong to any organization? Decide on your aims What do I want to achieve in the workshop? What should people know, think, feel and be able to do by the end of the workshop? What materials, content or knowledge and skills do you want the participants to gain? What training methods are to be used? Structure your sessoin Decide in what order you will present the information Decide on the material you will use What techniques will you use? Will it be a short talk, a group discussion, a game, a role-play, a debate? Civic Education through Language Teaching by Ghizlane Zouai 31
11.c Classroom seating
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