21 st century_skills_final_1_dave
TRANSCRIPT
![Page 1: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/1.jpg)
INNOVATIVE METHODOLOGIES FOR ESL TEACHERS
CFPI
08-11-2016
Dave Rixham
White Rose Language School
![Page 2: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/2.jpg)
ACTIVITIES TO ENCOURAGE CRITICAL THINKING, COMMUNICATION AND COLLABORATION
![Page 3: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/3.jpg)
ESL WRITING AND SPEAKING ACTIVITY
ISLAND ADVENTURE In this creative teaching activity, students use their critical
thinking and problem-solving skills to survive being stranded on a desert island. The students are told that their boat is sinking and that there is a desert island nearby. In groups of three, students choose four items from a worksheet to help them survive on the island. The students write about their choice of items and their reasons for choosing them. Each group then explains their choices to the class. After that, the groups find out what challenge they face on the island by picking a card. Each group picks a card and makes a plan of what they will do to survive on the island, and how the four items they brought will help them. The groups then present their plans to the class. The teacher assesses each group's chances of survival according to their plan and how risky their ideas are. Each group is awarded a score between zero and three. After each group has presented, they roll a dice and the awarded points are combined with the number on the dice. Groups need to score four or more to survive, and more than six to thrive on the island.
![Page 4: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/4.jpg)
ESL SPEAKING ACTIVITY WHAT’S THE CRITERIA? In this problem-solving teaching activity,
students guess what criteria other students have used to put a list of 10 jobs in order. The class is divided into groups of 6 and each student is given a card. Working alone, the students order the jobs according to the criteria on their card. When they have finished, the students take it in turns to read out their order from 1 to 10. The other students in the group analyse the list and discuss the order and try to come up with the criteria. The students should try to explain their reasoning to the student with the card. The student reading the order can’t give away the answer. If the students get the criteria wrong, they should keep trying until they get it right.
![Page 5: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/5.jpg)
AUTHENTIC MATERIALS
What are realia? Objects from real life or from the
real world, as opposed to theoretical constructs.
![Page 6: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/6.jpg)
EXAMPLES
Utilitarian objects, games and toys, tickets, brochures, menus, ads, photographs, popular music and song lyrics, newspaper and magazine articles, music videos, etc.
![Page 7: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/7.jpg)
YOUR VIEW
How important is it to use authentic materials in the ESL classroom?
Consider these in terms of: motivating the students accessibility ease of use a learning tool
![Page 8: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/8.jpg)
PROJECT-BASED LEARNING
What do you understand by Project-Based-Learning (PBL)?Watch the following short video and discuss its implications for our ELT classroom.
https://www.youtube.com/watch?v=LMCZvGesRz8
![Page 9: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/9.jpg)
TOWARDS PBL TELL ME→ I FORGET SHOW ME → I REMEMBERINVOLVE ME → I UNDERSTAND
![Page 10: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/10.jpg)
PBL PRELIMINARY CHECK LIST
The project idea? (an engaging topic that gets them thinking – non-Googleable!)
The time frame proposed? Is it manageable? Between you and your class or other
teachers in your school/other countries? Subjects which could be integrated with
the project? Technical tools, if any, to be used? Planning stages in relation to the school
year?
![Page 11: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/11.jpg)
STEPS TO TAKE FOR A SUCCESSFUL PBL LESSON
Involve students from the start Break down topic into well-defined
tasks Plan well, set goals, define outcomes Divide class into working groups
with well-defined tasks Guide and monitor students during
their learning Arrive at a conclusion Document and present to a public
audience
![Page 12: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/12.jpg)
EXAMPLES OF PBL Students interview family members
to find out the ingredients in their favourite recipes. They make a list of the ingredients and then compile a book of popular recipes in English. (Communication)
![Page 13: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/13.jpg)
COMMUNICATIVE TASK Students write a short email
describing their school's technology, its use in class, and appropriate-use guidelines. They ask students of a teacher in an English-speaking country to describe the same at their school, and then discuss the similarities and differences. (Communication/Digital Literacy)
![Page 14: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/14.jpg)
COLLABORATIVE TASK Students team with another class in
an English-speaking country to identify and compare endangered species in both countries, and collaborate to produce a multi-media informational presentation for their peers using basic information in the target language.
(Collaboration/Digital Literacy)
![Page 15: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/15.jpg)
CROSS – CULTURAL TASK Students engage in e-pal
exchanges with students in a target country comparing how much time students spend on homework and how much time they spend on leisure activities. The students compile the survey results and compare them across cultures. (Digital Literacy/Collaboration/Cross-Cultural Awareness)
![Page 16: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/16.jpg)
CROSS – CULTURAL TASK
Students diagram and report their families' eating times and habits to come up with a chart of what is culturally "normal" for them as a class. This chart is then compared with students from a partner school, or alternatively, an Internet investigation.
(Cross-Cultural Awareness)
![Page 17: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/17.jpg)
STUDENT EXCHANGE Students participate in a school
partnership program with a sister school in another country by hosting visiting students. The host students create a simple survey that the exchange students complete to determine the kinds of attractions or events they might be interested in seeing. Based on the results of the survey, the host students then prepare an appropriate programme of activities.
(Taking Initiative)
![Page 18: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/18.jpg)
21ST CENTURY SKILLS IN ELT
WORKSHOP
![Page 19: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/19.jpg)
GROUP WORK In groups, devise ONE activity
which incorporates at least THREE of the following skills:
Collaboration Communication Presentation Leadership Multi-cultural competence Digital literacy
![Page 20: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/20.jpg)
PLAN Consider the following: Use of original material Source of material Assignment of roles among
students Aims of activity
![Page 21: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/21.jpg)
FEEDBACK Representatives from each group
explain to the other groups the exercises devised.
Issues are discussed relating to: Preparation of material Age-groups Possible drawbacks
![Page 22: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/22.jpg)
YOUR VIEWS What are the advantages of
incorporating activities like these into your ELT classes? Consider this in terms of:
Motivation Active participation Learning
![Page 23: 21 st century_skills_final_1_dave](https://reader035.vdocuments.us/reader035/viewer/2022070513/5886d3c61a28ab776a8b4e69/html5/thumbnails/23.jpg)
THANK YOU!