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    Mihaela Olariu
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    The document discusses how teachers can make classroom activities more effective for learning. It suggests that teachers should not interfere too much during activities and should let students learn on their own. However, it also questions if just organizing activities is enough for learning. The document proposes that teachers can ensure deeper learning by having students practice activities three times with increasing challenge and personalization. It provides examples of how teachers can implement this three times practice approach. Overall, the document advocates for learning-centered teaching where teachers help guide student learning through feedback rather than simply explaining content.

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    The document discusses how teachers can make classroom activities more effective for learning. It suggests that teachers should not interfere too much during activities and should let students learn on their own. However, it also questions if just organizing activities is enough for learning. The document proposes that teachers can ensure deeper learning by having students practice activities three times with increasing challenge and personalization. It provides examples of how teachers can implement this three times practice approach. Overall, the document advocates for learning-centered teaching where teachers help guide student learning through feedback rather than simply explaining content.

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    2 views11 pages

    3 XP

    Uploaded by

    Mihaela Olariu
    The document discusses how teachers can make classroom activities more effective for learning. It suggests that teachers should not interfere too much during activities and should let students learn on their own. However, it also questions if just organizing activities is enough for learning. The document proposes that teachers can ensure deeper learning by having students practice activities three times with increasing challenge and personalization. It provides examples of how teachers can implement this three times practice approach. Overall, the document advocates for learning-centered teaching where teachers help guide student learning through feedback rather than simply explaining content.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pptx, pdf, or txt
    of 11

    Demand-High

    3XP Jim Scrivener and Adrian


    Underhill
    https://demandhighelt.wordpress.com/
    Practising =Learning?
    YEA OR NAY? DURING
    ACTIVITIES….
    Do not interfere too much.
    Do not talk too much.
    Do not get in the way of the learning too much.
    Make sure you praise and encourage.
    Back off. Students can learn a lot by themselves.
    A teacher’s job is to create the conditions.
    Get them communicating. That is enough.
    Whatever you do, do not teach.
    IS THIS NOW THE JOB OF A TEACHER? TO
    ORGANIZE ACTIVITIES? TO HOPE THAT
    SOMEHOW, ALONG THE WAY, LEARNING WILL
    MAGICALLY OCCUR – RANDOMLY AND OUT OF
    ANYONE’S CONTROL? COULD I DO SOMETHING
    MORE TO ENSURE THAT SOMETHING MORE IS
    GAINED? TO ENSURE THAT THE POTENTIAL FOR
    DEEPER LEARNING IN A TASK IS NOT LOST?

    LEARNING-CENTRED TEACHING
    WHAT WOULD YOU DO TO MAKE
    THESE ACTIVITIES MORE EFFECTIVE?
    3 X P (Three times practice)
    1. Normal
    2. Recall/Recreate
    3. Personalise/Use
    3XP IN  Normal task completion and feedback to
    T.
    PRACTICE  Cover the words. Can you remember the
    sentence?
     W.. s…. p….. b….. … ….. r…..
     Practise saying the sentences more
    naturally/ Say it like you mean it!
     Add facial expressions and gestures.
     Add an A/B dialogue, before and after
    lines.
    AUTHENTIC
    LISTENING 1. Gist:
    - LISTENING FOR GIST
    - LISTENING FOR DETAILS Answer the question
    - TL: COMPLEX ADJECTIVES 2. Fill in the blanks. Feedback to T. Clarify meaning.

    3XP:

    Test your partner


    Say the phrases together (linking, weak sound)
    Select 5 phrases to describe your lifestyle
    Share it like you mean it!
    Find 2 similarities and 2 differences between your
    sentences and your partner’s.
    HOW CAN I DO THIS IN AN
    ENJOYABLE WAY?
    PROUF
    Playful challenge
    Repeated Opportunities
    Update feedback (Handout)
    WHAT CAN YOU
    SEE? I can see the struggle.
    (DON’T USE ANY
    OF KEY THE 1. Take notes.
    WORDS BELOW) 2. Recall.
    3. Think about your experience as a learner
    what is similar what is different.
    SOME REFLECTION
    QUESTIONS:
    Did that game really lead to any learning?
    Did checking the ten answers to that exercise lead to any learning?
    Does my explaining this grammar lead to any learning?
    Is leaving the students alone in groups to discuss this topic for seven minutes leading
    to any learning?
    WHERE IS THE LEARNING?
    HOW CAN I HELP IT TO
    HAPPEN MORE?
    The essential learning
    experience is doing it yourself.
    Whatever the learner does, the teacher can help that learner to
    notice more, think more, focus more, decide how to do it
    differently when they try again, choose more wisely what to do
    next time and so on. Receiving and acting on feedback is how
    we move forward as humans.

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