Ateneo Center for Educational

Development
Capacity Building Program for
English Teachers

Day 1
 Schedule of Activities
 Day 1
8:00 - 8:30 Registration
8:30 – 9:00 Opening Ceremony/ Ice Breaker
9:00 -10:00 Global Learning Landscape/State of Phil. Public School Educ.
10:00 -10:30 Break
10:30 -11:00 Pedagogy of English Language Learning
11:00 -11:30 Input and Content Focus Activities
11:30 -12:00 21st Century Skills in English Language Teaching
12:00 -1:00 Break
1:00 -1:30 Video on Critical Thinking/Discussion
1:30 -2:00 Skill #1 Critical Thinking
2:00 -2:30 Whole Class activity on Questions that encourage CT
2:30 - 3:00 Break
3:00 -3:30 Workshop #1
3:30 -4:00 Activities that Promote Critical Thinking
4:00 -4:30 Summary, QA, Reminders
 FAST TALK
Ice Breaker Activity

 Find a Partner and face each other

 Both of you will listen to the Question
 Make your choice and shout out your answer at the same time
 Count how many common or same answers you have
 The pair with the most number of same answers wins

 Which Question did you have fun answering?

 How did you feel while answering the questions? How did you feel
when you had the same answers? Were you able to answer the
questions at the same time? Were you able to answer the questions
fast?
GLOBAL LEARNING LANDSCAPE

Incorporates learning about cultures, geographies,

histories, and current issues of the different regions of
the world

It shows the interconnectedness and diversity of people

Technology is operating across the learning lifecycle

and information can be found at every point of the
journey (access to information)

Institutions are not able to innovate as fast as the

changes brought about by technology takes place.
 State of the Philippine Public School Education
(taken from the Basic Education Report of VP Duterte)

*Lack of school infrastructures and resources

to support the ideal teaching process
 28 million students studying in the public schools
 327,851 school buildings
 104,536 are in working condition
*Decrease in enrollment due to the COVID
19 pandemic
*Congested K12 curriculum
*Overburdened teachers
Learning Poverty at 91%
9 out of 10 students (10 yrs old) are struggling or non readers
GOAL of English Language Teaching (ELT):
to reach communicative competence

 To be able to do this, the students have to

gain mastery of the basic skills of the
language (communicate meaningfully/read with
understanding)

 Closer look at the English Learning Paradigm

 To understand how the students will best

learn English
An ELT Learning Paradigm :
The Horizontal Dimension (The learning cake!)

Potential Realizing

Foundation Building

Foundation Building – Basic Skills are taught and mastered

Potential Realizing – Basic skills mastered are put into use through a
meaningful communication
Perspective on Human Learning Processes :
HUMAN DEVELOPMENT by Jean Piaget

Accommodation

Assimilation
Perspective on Human Learning Processes :
INTERPERSONAL PSYCHOLOGY by Eric Berne

Adult - Adult

Child - Parent
Perspective on Human Learning Processes :
PSYCHOLINGUISTICS by Noam Chomsky

Performance

Competence
Perspective on Human Learning Processes :
Organizational Behavior by Abraham Maslow

Esteem – actualization needs

Physiological/security/
affiliation needs

English Teachers have to make the students master the basic skills in
English to give them a sense of security in the use of the language. This
will eventually lead to self-esteem and confidence when practiced or
regularly put into use
 Learning By Doing
SYSTEMS BUILDING
DOING
DOING
EMPOWERMENT
THINKING
THINKING
INVOLVEMENT
The Vertical Dimension :
Five Slices of the ELT Cake

CURRENT SITUATION
Empowerment
 Lack of lesson

Thinking DOING Involvement parts integration

 Predominantly
System Building
low level thinking

 Predominantly

whole class work

 Lack of learner

autonomy
Thinking Slice

Beyond the Information Given

Within the Information Given

The INVOLVEMENT Slice
Making learners WANT to learn

Learner’s own world

World of materials
The EMPOWERMENT Slice

Pair work / small group

Whole class work

The SYSTEM BUILDING Slice
What to do with Grammar

Meaning / Construction

Form / Explanation
Adopt a principle ……

‘ Tell me and I forget. Show me

and I remember. Involve me and
I understand. ’
- Chinese proverb
The DOING Slice

 Theoretical
TASK
Knowledge

 LEARNING BY

DOING
LANGUAGE  Practical
CONTENT
knowledge

* Parts of a lesson
plan
INPUT
 21st Century Skills in English
Language Teaching
 Critical Thinking

 Collaboration

 Creativity

 Communication
Thinking Slice

Beyond the Information Given

Within the Information Given

CRITICAL THINKING
The ability to effectively
analyze information
and form a judgement
or make a decision
 Discussion on the Video
 What were the trainees (men) asked to do?
 Describe the situation as all trainees tried to fill up the
forms given to them?
 What did Will Smith do? Why did he do it?
 Did he violate any rule when he decided to get the
table?
 How did his teammates react?
 How would you describe Will Smith?
 What is the message of the video?
 (Allow our students to think out of the box)
The DOING Slice

TASK

LANGUAGE
CONTENT

INPUT

Which part of the lesson allows the teachers more opportunities to

develop critical thinking among the students?
CONTENT FOCUS ACTIVITIES
 Content is the discussion that takes place
base on the input presented in the lesson.
 The input can be a story, poem, text, picture,
real object, short video, dialogue, experiment,
song, news article
 The text provides a preview of the
grammatical structure
 Part of the lesson that allows the student free
use of the language as he answers the
questions about the text
QUESTIONING TECHNIQUE
 Bloom’s Taxonomy of Questioning
Knowledge – remembering/recalling facts
Comprehension – understanding the text
Application – using prior knowledge
Analysis – break down knowledge into parts
Synthesis – bring together parts of information to form
new knowledge
Evaluation – Make judgement or choice base on new
criteria
Analysis, synthesis, and evaluation questions require
critical thinking to arrive at an answer
 Using Critical Thinking
Questions for Younger Learners
Benjamin Bloom in his Taxonomy of Questioning introduced
several words that can be used for developing critical
thinking. Examples are contrast, compare, analyze,
synthesize.

The younger learners are not familiar with these words and
should be taught first or unlocked before using. Introducing
these words is a whole lesson.

Vocabulary should not stop teachers from developing critical

thinkers among the young learners. WH questions which are
often used for comprehension check in the lower grades can
be used to develop critical thinking. Children are familiar with
the WH questions thus will not be a threat to them.
 WH Questions that encourage
crititical thinking
 Questions that we use for low level /basic
questions can be used to encourage critical
thinking among the young learners
 Example:
 What could have happened if in the story
“The Boy Who Cried Wolf” the boy shouted
“Help, there’s a duck!”
 *the answer for a critical thinking question
should not be based on memory
 Examples of WH questions that
encourage critical thinking
 A. In the story, Jack and the Beanstalk, when
is the best time for Jack to safely escape from
the Giant? (instead of remembering –
imagine)

 B. How is the situation of Little Red Riding

Hood different from that of Goldilocks?

 (refer to handouts for more examples)

 LET US FLY KITES
(whole class activity in formulating WH critical thinking questions)

 Read the story. Formulate WH questions that encourage

critical thinking.

 “Let us fly our kites,” Ken said.

 “It is a fine day and the wind will help us fly the kites.”
 Ken and Tom made their kites fly.
 The wind made the kites go up.
 Up, up, up went the kites.
 “They look like birds of many colors,” said Tom.
 The two friends had fun flying kites.

 (clap …more)
 More..more..more PRACTICE
 1. Group yourselves according to the grade
level that you teach
 2. Read the story given to your group
 3. Formulate 5 WH/How questions that
encourage critical thinking (one for each)
 4. Write each question on a meta card (use
big font)
 5. Post your questions on the board
 6. Ask one member to present your work in
front of the class
 Class Discussion
1. Read the story given to each group using the handouts
given to you.
2. Analyze the questions posted on the board. Check if
they encourage critical thinking.

Remember:
a. Does it require the students to use memory in order to
answer the question?
b. Does it require the students to analyze and use
reasoning to arrive and explain their answer?
 REMEMBER
 Technology is a TOOL for learning. In order for
learning to be more effective and meaningful for the
21st century learners, the use of technology should be
integrated in the lesson.

 But understanding how the students learn English

should come first. When teachers have a good grasp
of how students learn English effectively, they can
choose the best methodology that will make the
students use technology meaningfully in their
learning.
 APPS FOR K-12 STUDENTS
1. Logic Master
 Contains tricky questions that incorporate use of memory, logic,
attention, and the ability to think in unconventional ways
2. Whoooos Reading
 Read and interact with books; connect plot development in real
life
3. Skillz
 Memory game

* Knowledge Channel – varied ways of introducing the different

grammar lessons are presented. The teacher can choose from any
of the lessons to supplement their teaching of grammar.
Knowledge Channel – Story Telling
Knowledge Channel – Teaching
Prefixes and Suffixes
 SUMMARY
 Students learn the English language in two levels
(foundation building and potential realizing
 Students have to master the basic rules of grammar
before they can use the language as a meaningful
form of communication
 Technology is an important tool to effectively impart
learning to the 21st century learners
 Critical Thinking is a 21st century learning skill which
should be developed as early as the first years of
schooling….
 We should encourage our students to “think out of
the box”