REFLECTION BY ABANG MUAMMAR GHADDAFI
The day started with an Opening Ceremony that was graced by The Senior Director (Academic)AKA Deputy Director General Operation Tuan Haji Muhamad Ghaus Bin Ab KadirWe were introduced to our six trainers from Westminster Kingsway College @ WKC UK. They were Andrew, Katie, Peter, Bill, Carole and Chris.
After that we went to our designated groups comprising; Oxford, Liverpool, Brighton, London, Cambridge and Bristol.There in our rooms we met our home tutor who is one of the trainers.
Our first class was English Language Class on Food Service from 10.30a.m. to 12.30p.m. In the afternoon we had a "Content and Language Integrated Learning" or CLIL from 2.00 to 3.30p.m. Both classes were taught by Mr Andrew Steele our home tutor.
The English language teachers can benefit a lot from CLIL.The methods can help boost and improve the understanding of the content of the core subject through English Language. The methods introduced through CLIL has opened my eyes to new approaches in the way I teach English.
REFLECTION BY GAN
The lesson started with introducing each other to the class. By calling out the numbers assigned to each participant, they are supposed to introduce themselves to the class.
Then the sessions continued with a get connected to each other activity. The participants are asked to walk around the room and to tell two true statements and one false statement about themselves to a colleague. The colleague will need to guess what the false statements. The aim of the first activity was to talk to as many people whom they do not know about themselves.
The activity was interesting as it provided the participants with the opportunities to talk to each other and break the ice for further activities for the next two days. Then the participants are asked to be in groups of six and to discuss their expectations from the course. The acronym CPD was introduced as one of the expectations. CPD means continuous professional development.
Then ground rules for the class were set by the home trainer and the participants. One of the main highlighted rules set was to refrain from using the mobile to call and receive call when class session is on. Another rule was to be punctual for class especially during the after break time. Communication in the class should be done in English.
Asking questions also are encouraged for the participants and listening to each other was also suggested as the ground rules of the class. These two mentioned rules are to encourage sharing session as the participants have many experiences to share based on their teaching. Share knowledge among the participants is also suggested. Don’t take too many photos is also stated as one of the rules.
All the OXFORDIANS are asked to sign their names if they agreed on the ground rules set.
SUMMARY ON ENGLISH LANGUAGE CLASS (FOOD SERVICE)
BY GAN
The objective of the lesson is primarily to give the participants a model of a CLIL (Content Language Integrated Language) lesson. It also meant to provide a format for teaching English in the polytechnic systems. Participants are asked to imagine as a role of a student and then also to take on a lecturer’s hat during the lesson. They are asked to reflect on some of the elements of the lesson at the end of the lesson.
The home trainer said that every English lesson that is related to other subjects need to have two objectives which are concerned with the content and the other with the English language necessary for the lesson. Differentiated learning outcomes need to be taken into consideration too when we have a range of different mixed abilities in the class. If there are class of mixed abilities, different expectation are expected of different levels of mixed abilities students. If we planned for any lesson, then we will able to exploit different diversity of the learners in the classrooms.
Differentiation is vital to accommodate each students we have in mixed abilities class. The image is taken here.
The lessons went on with asking participants to talk and discuss on the different types of food services that they had experienced at any eating place. Then the home trainer elicited answers from the participants.
Answers given by the participants ---self- service, fill in the form service, table service, room service.
Why is it important in the context of the lesson for students to know about the different types of services? It is believed that the more the students know about the different kind of services, the better the students will be in their job prospects at the workplace or industry. Structure and vocabulary will be learned and the students will have high job prospects.
Buffet is pronounced as /bufei/ and also accepted as /bΛfei/. This word was pronounced to the participants to make it clear to them. The participants are asked to complete a few tasks on the concept of food service. It was noted to participants that in CLIL lesson, it is acceptable to give a quick translation to students on the key concept of a subject if necessary.
The home trainer then asked the participants to suggest what was the next step to do after the writing process? Peer correction by students was recommended and other activities such as presentation, assessment by the teacher, role play and etc could be used.
The lesson continued with the participants discussing on the phrases to describe the advantages and disadvantages of one of the food service. Try to differentiate the task and use the same material for all levels in the classrooms.
The lesson was very learner centered where most of the time, full participation by the course participants were required. There were active participation and following the discussion, feedbacks were given by the home trainer.
Recap on the lesson:
1. Different types of food services
2. Definition on the different types of food service
3. Describe on the features of food service
4. Discuss on the advantages and disadvantages of food service chosen
Reflection on the overall lesson:
1. Differentiation strategies
- Variety of task from simple to complex within limited time
- In task 2-easier version and harder version
2. Supporting learners
-provide word list to students and translation if necessary to support learners
- mixed up weak and strong students and appointing a chairperson to monitor that everyone speaks in the group
3. Encourage participation
- Asking questions
- Pairwork
- Group discussion
4. Student-centred
-by putting more emphasis on what the students said and do rather than what the teacher said.
Asking questions also are encouraged for the participants and listening to each other was also suggested as the ground rules of the class. These two mentioned rules are to encourage sharing session as the participants have many experiences to share based on their teaching. Share knowledge among the participants is also suggested. Don’t take too many photos is also stated as one of the rules.
All the OXFORDIANS are asked to sign their names if they agreed on the ground rules set.
SUMMARY ON ENGLISH LANGUAGE CLASS (FOOD SERVICE)
BY GAN
This image is taken from here.
The objective of the lesson is primarily to give the participants a model of a CLIL (Content Language Integrated Language) lesson. It also meant to provide a format for teaching English in the polytechnic systems. Participants are asked to imagine as a role of a student and then also to take on a lecturer’s hat during the lesson. They are asked to reflect on some of the elements of the lesson at the end of the lesson.
The home trainer said that every English lesson that is related to other subjects need to have two objectives which are concerned with the content and the other with the English language necessary for the lesson. Differentiated learning outcomes need to be taken into consideration too when we have a range of different mixed abilities in the class. If there are class of mixed abilities, different expectation are expected of different levels of mixed abilities students. If we planned for any lesson, then we will able to exploit different diversity of the learners in the classrooms.
The lessons went on with asking participants to talk and discuss on the different types of food services that they had experienced at any eating place. Then the home trainer elicited answers from the participants.
Answers given by the participants ---self- service, fill in the form service, table service, room service.
Why is it important in the context of the lesson for students to know about the different types of services? It is believed that the more the students know about the different kind of services, the better the students will be in their job prospects at the workplace or industry. Structure and vocabulary will be learned and the students will have high job prospects.
Buffet is pronounced as /bufei/ and also accepted as /bΛfei/. This word was pronounced to the participants to make it clear to them. The participants are asked to complete a few tasks on the concept of food service. It was noted to participants that in CLIL lesson, it is acceptable to give a quick translation to students on the key concept of a subject if necessary.
The home trainer then asked the participants to suggest what was the next step to do after the writing process? Peer correction by students was recommended and other activities such as presentation, assessment by the teacher, role play and etc could be used.
The lesson continued with the participants discussing on the phrases to describe the advantages and disadvantages of one of the food service. Try to differentiate the task and use the same material for all levels in the classrooms.
The lesson was very learner centered where most of the time, full participation by the course participants were required. There were active participation and following the discussion, feedbacks were given by the home trainer.
Recap on the lesson:
1. Different types of food services
2. Definition on the different types of food service
3. Describe on the features of food service
4. Discuss on the advantages and disadvantages of food service chosen
Reflection on the overall lesson:
1. Differentiation strategies
- Variety of task from simple to complex within limited time
- In task 2-easier version and harder version
2. Supporting learners
-provide word list to students and translation if necessary to support learners
- mixed up weak and strong students and appointing a chairperson to monitor that everyone speaks in the group
3. Encourage participation
- Asking questions
- Pairwork
- Group discussion
4. Student-centred
-by putting more emphasis on what the students said and do rather than what the teacher said.
Pen off- Oxford
4 comments:
Good work Abang.....
Reflective Journal by Gan
8.10.2014 First Day of WKC Training (First Session with Andy) INTRODUCTION
The lesson started with introducing each other to the class. By calling out the numbers assigned to each participant, they are supposed to introduce themselves to the class.
Then the sessions continued with a get connected to each other activity. The participants are asked to walk around the room and to tell two true statements and one false statement about themselves to a colleague. The colleague will need to guess what the false statements. The aim of the first activity was to talk to as many people whom they do not know about themselves.
The activity was interesting as it provided the participants with the opportunities to talk to each other and break the ice for further activities for the next two days. Then the participants are asked to be in groups of six and to discuss their expectations from the course. The acronym CPD was introduced as one of the expectations. CPD means continuous professional development.
Then ground rules for the class were set by the home trainer and the participants. One of the main highlighted rules set was to refrain from using the mobile to call and receive call when class session is on. Another rule was to be punctual for class especially during the after break time. Communication in the class should be done in English. Asking questions also are encouraged for the participants and listening to each other was also suggested as the ground rules of the class. These two mentioned rules are to encourage sharing session as the participants have many experiences to share based on their teaching. Share knowledge among the participants is also suggested. Don’t take too many photos is also stated as one of the rules. All the OXFORDIANS are asked to sign their names if they agreed on the ground rules set.
A summary on English language class (Food service)
The objective of the lesson is primarily to give the participants a model of a CLIL (Content Language Integrated Language) lesson. It also meant to provide a format for teaching English in the polytechnic systems. Participants are asked to imagine as a role of a student and then also to take on a lecturer’s hat during the lesson. They are asked to reflect on some of the elements of the lesson at the end of the lesson.
The home trainer said that every English lesson that is related to other subjects need to have two objectives which are concerned with the content and the other with the English language necessary for the lesson. Differentiated learning outcomes need to be taken into consideration too when we have a range of different mixed abilities in the class. If there are class of mixed abilities, different expectation are expected of different levels of mixed abilities students. If we planned for any lesson, then we will able to exploit different diversity of the learners in the classrooms. The lessons went on with asking participants to talk and discuss on the different types of food services that they had experienced at any eating place. Then the home trainer elicited answers from the participants.
Answers given by the participants ---self- service, fill in the form service, table service, room service.
Why is it important in the context of the lesson for students to know about the different types of services? It is believed that the more the students know about the different kind of services, the better the students will be in their job prospects at the workplace or industry. Structure and vocabulary will be learned and the students will have high job prospects.
Buffet is pronounced as /bufei/ and also accepted as /bΛfei/. This word was pronounced to the participants to make it clear to them. The participants are asked to complete a few tasks on the concept of food service. It was noted to participants that in CLIL lesson, it is acceptable to give a quick translation to students on the key concept of a subject if necessary.
The home trainer then asked the participants to suggest what was the next step to do after the writing process? Peer correction by students was recommended and other activities such as presentation, assessment by the teacher, role play and etc could be used.
The lesson continued with the participants discussing on the phrases to describe the advantages and disadvantages of one of the food service. Try to differentiate the task and use the same material for all levels in the classrooms.
The lesson was very learner centered where most of the time, full participation by the course participants were required. There were active participation and following the discussion, feedbacks were given by the home trainer.
Recap on the lesson:
1. Different types of food services
2. Definition on the different types of food service
3. Describe on the features of food service
4. Discuss on the advantages and disadvantages of food service chosen
Reflection on the overall lesson:
1. Differentiation strategies
- Variety of task from simple to complex within limited time
- In task 2-easier version and harder version
2. Supporting learners
-provide word list to students and translation if necessary to support learners
- mixed up weak and strong students and appointing a chairperson to monitor that everyone speaks in the group
3. Encourage participation
- Asking questions
- Pairwork
- Group discussion
4. Student-centred
-by putting more emphasis on what the students said and do rather than what the teacher said.
The two writeup were posted by Gan and Vun. Happy reading.
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