Responsive teaching (braz tesol convention - july 2010)

Responsive Teaching = enganging EFL classes +

cultural background+ student’s development + funWorkshop for the 12th Braz-Tesol National Convention –

July,2010By Teli Penteado Cardoso &

Mirela Ramacciotti

Teaching

Actitivity 1 - TOP WORD

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12th Braz-Tesol National Convention/Responsive Teaching Workshop by Mirela Ramacciotti

and Teli Cardoso

Cultural Brackground

Activity 1 - TOP WORD

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Student’s development


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FUN


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What’s the relationship between the words you have on your pages and responsive teaching?

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Remember: Responsible=liable to be called upon to asnwer, trustworthy, involving responsibility.Responsive= giving response, sensitive when giving a response, quick to respond or react sympathetically

Activity 1 – Finishing Touches Responsive Teaching means ... being attentive to one’s target audience,

that is, the students’ needs which include... their personal development and learning in

a pleasant atmosphere, their reactions, previous knowledge, cultural environment .

It means responding to these elements by changing the class dynamics (activities, timing, flow of activities, topics, subjects, seating places, etc.) accordingly

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Participants in 2 groups: actors and observers

Actors should live in the same neighborhood (or city) to be able to draw 5 blocks of their neighborhood including street names and main facilities (Time alloted: 5-8 minutes)

Observers get the checklist to answer the questions while observing the actors

This activity is a sample of an ‘optimal learning environment’ as far as responsive teaching is concerned. WHY?

Activity 2 – A Neighborhood Map

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Braz-Tesol Convention /July 2010 RESPONSIVE TEACHING WORKSHOP Observers Checklist handout Directions: While you observe the activity, answer the checklist questions and make

comments. Name of the activity:___________________________ Duration:_______________ Material used:__________________________________ 1.Is this acitivity ( ) student or ( ) teacher centered? How do you know? _________________________________________________________ 2.Are the student bringing information about their world? ( ) yes ( )no 3.If “yes”, what kind of information? About their school? ( ) About English? ( ) About their home? ( ) About their artistic aptitude? ( ) About their hometown? ( ) About their families? ( ) About their life style? ( ) Other? ________________ 4.Is the new content (the syllabus) being provided by the teacher ( ) or the student

( )? 5.How do you see the teacher? As someone ( ) respectful ( ) knowledgeable ( )rigid ( ) active ( )

dictatorial ( ) democratic ( )mindful ( ) lazy ( ) others ____________________________

Observers’ Checklist Handout

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Opportunities to use students’ background as a source of awareness for the teacher

Introduction of new material and new content according to the students’ reality

Construction of knowledge is made by teacher and students through social interaction

The teacher is perceived as someone:1. Respectful, one who respects the students’ background,2. Knowledgeable, one who knows the subject matter,3. Democratic, one who gives voice to the students,4. Active, one who is ready to change and act,5. Mindful, one who cares for students

Activity 2 – Finishing Touches

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Activity 3 - HUNT Get in groups of 4 and assign a leader to

write the answers and deliver the answer slip to Teli or Mirela.

Remember to respect the order of students ahead of you when delivering the slip and wait for your turn behind the line

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‘Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures.(Ladson-Billings,1994)’.

-----------------------------------------Write here the answer to task 1:

Task 1 Find in the theoretical excerpt below what the author says about cultural background Write your answer in the space below and deliver it to Teli or Mirela

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http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml#refladson94


And why is learning so important? According to Vygotsky’s Theory, there is no development without learning. So, engaging students in learning contexts in the EFL classroom is essential if we want to promote development. Moreover, he also states that the learning context must be a SOCIAL one. That is, learning and consequently development only happens when there is social interaction among teacher/ students or students/ students. Students must be as active as their teachers. Teachers facilitate the meaning construction for the new content. It is a reciprocal experience.

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Write here the answers to Task 2:

Task 2 - Find in the theoretical explanation below what is said about:1.development & learning context and2.Development & social interaction Write your answers in the space below and deliver it to Teli or Mirela

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Task 3 – Find in the dictionary the definiton for responsible and responsive .Write your answer in the space below and deliver it to Teli or Mirela------------------------------------------------------Write here the answer to task 3

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Task 4 – Answer the two questions below 1.What kind of texts are they? 2.Underline 6 words that show there is “Responsive Teaching”.Text 1:“Eu achei essa iniciativa muito importante e percebi muito amor e dedicação... Elas são maravilhosas, atenciosas e gostam do que fazem, sinto que fazem por amor.Estou amando fazer isso porque sempre tive dificuldade nisso, mas com elas tenho aprendido de uma forma mais simples. Estou mais interessada em aprender, faço pesquisas, ouço musicas e assisto a filmes em inglês para auxiliar no meu aprendizado, comecei essa pratica devido a dedicação e a didática deles. Sei que terei grandes oportunidades devido a essa iniciativa.” (source ....)-----------------------------------------------------------------

Write here the answers to Task 4

Text 2 “A elaboração deles é uma idéia excelente. Tanto para nós , como para eles. É sempre bom aprender coisas novas, e acho que essas aulas vão nos ajudar muito não apenas na vida profissional como na vida pessoal.É uma experiência única e fantástica, com isso fica até mais gostoso trabalhar. É muito bom saber que se preocupam com a gente e investem na gente.Vou me dedicar ao máximo e tirar o maior proveito que puder.”(source …..)

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Activity 3 – Finishing Touches Task 1 - ‘Culturally Responsive Teaching is a pedagogy that

recognizes the importance of including students' references in all aspects of learning’ (Ladson-Billings,1994).

Task 2 - Responsive Teaching is concerned with learning and development and how it occurs. (learning context and social interaction)

Task 3 -‘The most brain-friendly teaching is done in a responsive manner. I define responsive teaching as honoring your students' preferences and desires while teaching the district's curriculum/content. Responsive teaching happens when you adjust your content with where your students are and where you are as a teacher.” From: http://www.responsiveteaching.com/

Task 4 - When there is real responsive teaching, students not only engage in learning English but also voice their feelings about its importance.

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http://www.responsiveteaching.com/

Match the following definitions to the roles performed by a teacher:

Activity 4 (Step 1) - Matching

Facilitator/Mediator

Guide/Monitor

Consultant/Model

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this type of teacher transforms the unknown into

known; uses students’ previous knowledge as the

foundation to develop learning; cares about his/her students’ learning; respects different learning styles; takes emotional and cognitive development into

consideration; allows students to use their cultural background to help learning; makes learning meaningful and pleasant;

Facilitator/ Mediator

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this type of teacher plans lessons taking into consideration the students’ previous knowledge and the syllabus to be taught;

class dynamics are crucial for a well planned lesson;

thinks of a wide range of teaching strategies; prepares collaborative and task based activities; social interaction is promoted; simultaneous pair and group work is often

offered; the teacher is not the center of the lesson,

he/she promotes student centered activities;

Guide/ Monitor

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Consultant/ Model

this type of teacher is the source of information in the classroom

knows the curriculum and how to integrate it into his/her class

knows how to integrate complementary topics and issues;

is always ready to clear doubts

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Responsive Teacher

Consultant

Guide

Facilitator

Activity 4 (Step 1) – Finishing Touches

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‘Teachers should develop a learning environment that is relevant to and reflective of their students' social, cultural, and linguistic experiences. They act as guides, mediators, consultants, instructors, and advocates for the students, helping to effectively connect their culturally- and community-based knowledge to the classroom learning experiences.’(retrieved from: http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml

http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml

Facilitator/Mediator

Guide/Monitor

Consultant/ Model

Card 1 PROFM3U1

Card 2 PROFM1U2

Card 3 PROFM2U2

Card 4 EDUM2U2

Card 5 EDUM3U4

Card 6 EDUM4U3

Activity 4 (Step 2)- Classify the Teachers’ instructions in your cards according to the table below (cards taken from EFALL’s guidelines)

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Do you think the courses/the teachers at EFALL are concerned with Responsive Teaching? How do you know that?

Care about target students, their cultural background, needs and level of development. Use them as the starting point to build learning.(ZPD)

Promote learning contexts so as to provoke development. i +1 is always present, Ss are frequently challenged and encouraged to discover the new

Emphasize social interaction and respect to others; student centered classes, pair and group work

Engage students in fun and meaningful activities; games, songs, rhymes, hunt, role-plays

Give more importance to the process than to the final product; have flexibility to adapt the syllabus, give voice to students

Activity 4(Step 2) – Finishing Touches

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Time to think... Think of 5 WORDS that were said during this workshop and that called your attention. Write them on a piece of paper.

Now, think and take notes of a PRACTICAL ACTIVITY that would allow you to see these words being used in your classes, i.e. think of an activity in your teaching reality where Responsive Teaching is present.

Time to pair… Talk to your neighbor and compare notes: what do you have in common?

Time to share… Share with the big group one thing that you learned and that will make you a better teacher.

Activity 5 - Wrap Up

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The Topic The Theoretical Part The activities

The explanations The length

Activity 5 – Finishing TouchesMake a comment using one word about:

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Say the word/phrase that does not fit in each line:

Activity 6 – Odd Man Out

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Repetition Copying from the Board

Game

Fun Too much Teacher Talk

Disruption

Meaningless information

Lists of words Genuine Learning

Tasks No planning Lack of engagement

1. LadsonBillings(1994). Retrieved from http://www.intime.uni.edu/multiculture/curriculum/culture/teaching.htm and http://knowledgeloom.org/resources- for more on Culturally Responsive Teaching

2. Expectations for Students. Retrieved fromhttp://www.ericdigests.org/1998-1/expectations.htm

3. Critical Behaviors and Strategies for Teaching. Retrieved fromhttp://www.ericdigests.org/2000-3/critical.htm

4. On culture, social interaction and the role of teacher as facilitator. Retrieved from http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml - for more on the topics above and on Culture as central to Learning

5. English for All (Efall) Guidelines for Teachers (2003/2010)6. Vygotsky, L- A Formação Social da Mente ( 19 --)

References

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http://www.intime.uni.edu/multiculture/curriculum/culture/teaching.htm

http://www.intime.uni.edu/multiculture/curriculum/culture/teaching.htm

http://knowledgeloom.org/resources

http://www.ericdigests.org/1998-1/expectations.htm

http://www.ericdigests.org/2000-3/critical.htm



Responsive teaching (braz tesol convention - july 2010)

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