KORCOS Conference

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KORCOS Conference. March 9, 2012 Songdo International School. 8 Components of a Great Lesson. Lesson preparation Building background Comprehensible input Strategies Interaction Lesson delivery Practice and application Review and assessment.
KORCOS ConferenceMarch 9, 2012Songdo International School8 Components of a Great Lesson
  • Lesson preparation
  • Building background
  • Comprehensible input
  • Strategies
  • Interaction
  • Lesson delivery
  • Practice and application
  • Review and assessment
  • When you think of a memorable classroom experience, what did it involve? What made it memorable?PyramidTell me and I forget…
  • Show me and I might remember…
  • Involve me and I understand.
  • Perfect Lesson
  • I do
  • I do You help
  • You do I help
  • You do
  • 100% Engagement100% Of the time!What’s the balance?
  • In your classroom, what percentage of the time is teacher talk?
  • What percentage of the time is student talk?
  • How often are students using key vocabulary?
  • Structured Interaction
  • Planned oral rehearsal between students which focuses on practicing key concepts and academic vocabulary.
  • 3 Principles to Help Els Succeed
  • Increase Comprehensibility
  • Increase Interaction
  • Increase Thinking Skills
  • Give One, Get One
  • Fill in one square with a strategy you like to use. Ask colleagues to fill in other squares and put their initials in the square. Under what category do these strategies fall?
  • Other Ideas for Student Engagement
  • Thumbs up/down
  • Number 1 – 3 for self-assessment
  • Muddiest point
  • Entrance or exit ticket
  • Think-pair-share
  • Individual whiteboards
  • Hot seat
  • Agree: stand up Disagree: sit down
  • Question box
  • 3 x 5 cards
  • Library pocket cards
  • Cooperative Learning
  • Must be taught!
  • How do you know you’re working well together? (as a group or with a partner)
  • Freeze and Talk
  • Prepare questions around a topic studied
  • Students walk around room until teacher says, “Freeze!”
  • Students form pairs or groups and discuss answer with their partners.
  • Repeat several times. Students may not pair up with same person more than once.
  • Debrief
  • Lines of CommunicationFacebook? Speed dating?
  • Students form two parallel lines so each person is facing a partner.
  • One line will move; one will not.
  • Ask question; they discuss with partner.
  • First student in moving line goes to the end; everyone now has new partner.
  • Repeat several times.
  • Debrief
  • Numbered Heads Together
  • Students number themselves within their group.
  • Teacher asks questions and gives time to discuss.
  • Call number randomly. Students with that number in each group stand up and report group’s answer.
  • Repeat. Debrief.
  • People Hunt
  • Into what category would you put this?
  • Resources
  • Adapting Content to Empower English Langauge Learning Students (ACEES), Gr. 6 – 12, Margaret Rohan, Pearson Pub.
  • 120 Content Strategies for English Language Learners, (Secondary), Jodi Reiss, Pearson
  • Brain-Compatible Differentiated Instruction for English Language Learners, Marjorie Haley, Allyn & Bacon
  • Sheltered Content Instruction – Teaching English Learners with Diverse Abilities, Echevarris and Graves, Allyn & Bacon
  • Resources
  • 99 Ideas and Activities for Teaching English Learners with the SIOP Model
  • The SIOP Model for Teaching Mathematics to English Learners
  • The SIOP Model for Teaching English-Language Arts to English Learners
  • The SIOP Model for Teaching Science to English Learners (all Pearson Publications)
  • Related Search
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