My detailed plan 1

Name:   Tamar  Remishvili

Title:     Activation of student’s schemata(previous knowledge) before reading a new text.

Expected audience: Newly entered teachers from Gori schools or alumni from regional university and teachers from nearest villages. The topic is useful for inexperienced  teachers   as they don’t use pre-reading activities in case of activation of students’  previous  knowledge.

Duration : 60 min.

                Objective: By  the end of the session teachers will be ready to implement the activation of      student’s schemata in the class.

Stage 1- Introduction activity. “Fears and      expectations”

                             Time:10

              Aim: at the end of the stage  participants will be able to show their fears and   expectations  and present themselves.

              Organization of audience:  individual working.

              Materials/technology/handouts to be used:  papers  and  pens/pencils.

Stage 2. Pre-reading activity.

              Time:20

              Aim: at the end of the stage  participants will be able to activate student’s previous knowledge.

              Organization of audience:  working in pairs/groups of 3.

              Materials/technology/handouts to be used:  markers, flipcharts/board, papers pens/pencils.

              Teachers are given a number of words from a text(on the board). they have to predict   what kind of text they are going to read, or what story the text tells.

              Then they are given whole phrases and get them try to make a story using the words and phrases (different phrases to different pairs / groups ). Give them questions about the text (words and phrases) before they read the text and ask them try to guess the answers. 

Stage 3. During reading activity.

              Time:10

              Aim: at the end of the stage  participants will be able  to work on the new  text after the activation of ss schemata.

              Organization of audience:  individual/pair working.

              Materials/technology/handouts to be used:  copies of the text, pens/pencils.

              They read the text to see if their  own stories and answers were correct. While

               reading the text they find any of the words/phrases from the list on the board and cross off  the words/phrases they found.

Stage 4: Reflection.

              Time:10

              Aim: at the end of the stage  participants will be able to conduct  reflection  after teaching.

              Organization of audience:  asking   questions individually, working in pairs/groups.              Materials/technology/handouts to be used:  markers, flipcharts/board, papers pens/pencils.

              I ask participants:

·        How did you feel while reading?

·        Did you know all the words?

·        What made easier your  understanding?

·        Why  is it important  to  activate  student’s  schemata ?

               I distribute handouts for reading at home and slits of paper and ask to write in pairs or groups 2 things they remember and 1 thing they   use   in  their teaching.

Stage 6: Summing  up activity.

              Time: 5

              Aim: at the end of the stage  participants will be able to sum up the stages of the session.

              Organization of audience:  working in the group.

              Materials/technology/handouts to be used:  markers, flipcharts/board.

              I write the plan of session on the board ,asking participants  about the stages  and finally ask participants to write how  can they adapt  the  session to  their classes.

Stage 7.  Evaluation of the participants.

              Time: 5

              Aim:  at the end of the stage  participants will be able to evaluate the workshop.

              Organization of audience:  working individually.

              Materials/technology/handouts to be used: questionnaires prepared beforehand, pens/pencils.

Bibliography  -  The text I will use for the session will be about Smithsonian Institution from internet and my personal experience. Evaluation form.

Expected challenges/difficulties - as I won’t use any electric targets for workshop, the only challenge may be  time  management. So during the workshop I will reorganize time between stages according the participant’s needs and level.

Giving feedback

Ways of giving feedback:

1. Directive
2.Alternative
3.Collaborative

Possible procedure for feedback:

1. Ask your colleague to reflect on the lesson she has just taught.
2. Talk about the positive things in the lesson,especially in the area she wanted you to focus on.
3. Mention 2 or 3 things that perhaps didn't work well. Using questions is a useful way to get colleague to reflect on issues that come up in the lesson.
4. Use your notes as a point of reference.
5. Finish on positive note, with something that wen well.
6. Thank your colleague for asking you to go into her class.

Process options in teacher training

                                                 


                                                                 KNOWING

                                FEEDING                                                   LEADING


Teacher centred   --------------------      REFLECTION    --------------------Learner centred

                             
                                SHOWING                                               THROWING


                                                                     DOING

Feeding-it is a means by which a skilled and knowledgeable lecturer can economically and effectively offer an audience an introduction to or overview of some aspect of the field or synthesize readings which are not easily available;such a lecturer can clarify what is unclear,create interest and stimulate reflection.
Leading-it is a means of facilitating the acquisition of knowledge, this approach has been criticized as uneconomical. It takes too long. What is important: participants arrive at their own understanding,and because they have done preliminary thinking themselves and formulated their understanding in their own words the outcome is more meaningful, literally,and may be retained better.
Showing- is designed to provide concrete experiences,to bring things to life.What is shown can be a model . When we supply models we expect them to be followed,but we need to be aware that they may not become part of participant's repertoire unless we also provide opportunities for sheltered practice and feedback.
Throwing-is a matter of giving participants the opportunity to do, skill can only be developed through practice. The emphasis in throwing,then is on rehearse,learning/getting better by doing. Trowing covers a range of activities:these may be carefully graded and guided tasks enabling the participants to develop competence with confidence; what is tantamount to throwing in at the deep end, where the deep end is a
situation for which one is unprepared and for one's resources may prove unequal.
                                                                                     

 Mcgrath  1997

ELC(Experimental Learning Cycle)

There are several suggestions of trainers of SIT:
Experience - modeling (from own experience),speaking act.(something in common with the audience),
Description +analyze -ask about experience questions with What, Why, How and so on,give criteria,
Further action - adoption,summing up(in own situation for ex: in my classes)