2019-20 Mid-year refresher in service

     In Polygnosi’s classes

Pre-lesson

I observe our young students while they are arranging their books and notebooks and compare their skill in classifying objects, words.

I am well prepared in advance so as not to look for appropriate catchy examples during the lesson. Every example should be short, easy to remember, ‘depict able’ and practical.

My class consists of young minds who expect participate and learn something new in an enjoyable way.

 For every lesson, I consider how hard would be for each of my students to acquire the new material of the day. How can I facilitate learning for all?

Visual stimuli in POLYGNOSI

I use both boards to draw legible small sketches or graphs. I avoid having smudges at all costs. This is because clear pictures make strong mental images and are easily recalled.

Even if one educator is not good at drawing remember a sloppy drawing is better than no drawing at all.

If it is not possible to draw a sketch, use body language to make the picture vivid.

I take into consideration that every picture may symbolize an action or a story. Thus, a picture showing the scene from the story ‘Once upon a time there were three bears who lived in a cottage in the forest…’ helps students re-construct the whole story.

I take good care of the peripheral stimuli in my classroom; if I do then they are going to be effective as I expect them.

REORGANISE  REDECORATE REFRESH VISUAL STIMULI  EARLY  JANUARY

Watch out your Learners’ Working memory limitations…

When speaking I understand that I should complete my utterances in less than 15 seconds as this is the maximum duration of their W.M..

Be careful to stress the grammar function, if it affects Subject to Objects.                      Correct syntax asks for WM function.

Avoid assigning Grammar exercises which may be answered mechanistically.                                                                                                                     

Every assignment should provoke the function of WM which requires flexibility and solve a problem approach.                                                                                                                                      

If the exercises in our books are boring or mechanistic type then                                                                          ‘assign a short paragraph or story by providing a general theme/ translation/ or making sentences’.

Discover if certain students have understood islands-part of the material; not the whole matter.

 You can spot them from their mistakes in syntax and grammar.

 The power of  ‘The hats’

Start using the hats in our Junior class, (Black, Red and White).                                                            Add the Yellow hat in A class. Use all hats in C class in the teaching of Vocabulary and Grammar, hypothetical situations, projects and oral exams                                                               

The hats help everybody acquire a multi-aspect view, understanding, and deep learning.                                                                                                                       If they are not used, students resort to rote learning, shallow learning and an inflexible attitude.

Students’ participation  1

Encouraging spontaneous participation in English as this helps young students grow.  

I remember that all students are attracted if an extraordinary/ interesting / rare / unique process is used.  

 I am aware that children are influenced by other people’s activities, interests, hobbies.

Reversal of thinking for Polygnosi’s seniors

Senior students ought to be instructed to reverse their thinking using the black and the green hat phrases. This is quite useful when taking oral exams, writing essays, participating in debates as it mobilises their WM to function harder.

Reversal of thinking requires places cognitive load on the young ones, so I used it sparingly.   

Reversal of thinking is quite when writing advanced essays in which students need to specify causes and results for example in topics such Pollution, Exams failure, Conflicts.

It is wise to train senior students to hypothesize, check the validity of their arguments (black and blue hat) accept or reject proposals reflect and restart their thinking process.

                                                         Lexis note book

I check often the Vocabulary note book for

 Mind maps to incorporate declarative facts which stick to LTM.

I make sure to remind them to collect phrases and ideas for their long term project.                Also keep collecting the Greek loan words.                                                                                            

New Vocabulary notebook for B2, C1, C2 to include themes /Greek loan lexis – cognates.

No interruptions - No mistakes

When I ask Polygnosi students to contribute their own examples of new lexis or grammar structures take good care that they are correct.

Also, no interruptions are allowed at that time as they add to cognitive overload especially for the students which expect to listen to them.                           

I help my students discover their mistakes. Then, I praise them for discovering them. Finally, I ask them to correct them on the spot (chorus repetition).

EDUCATORS’ diary

I make a note in my teacher’s log or a mind map what is the overall picture of today’s lesson.   In my log I note when I revise a specific grammar structure  1^st  2^nd  3^rd  4^th .

Also, I note the improvement in their WM (how fast they answer/ and their speech speed).

Scaffolding across the board

I understand that learning takes place in a social constructivism framework in which we have the Experts & the Novices. There is mutual trust, help and support.                              

 A popular approach to teach vocabulary or grammar structure is by incorporating the new material in a real or fictitious problem of mine.        

          After I relate it, I ask them to comment on it using same lexis and structure or ask questions.

Encourage them to use their episodic memory (past experiences) to practise new grammar and lexis.                                                                                                      

          Remember positive /appropriate attitude is important in all informal situations.

 Make sure to warm up, start slowly before you reach the peak the hard part of your teaching. It is as if I amalways building a ladder. I help everybody climb up. 

Avoid speaking very fast. It creates cognitive overload. I speed up slowly and I find out what is the top speed the slow ones can manage.

Record their speaking speed and help them improve. Their speed is related to their WM capacity. For those who are very slow I ask them to say a sentence after you I have done so using my fingers to mark every word. Ask them to repeat it up to 4 times. If they fail to do so, I refer them to a specialist.

I understand that when even my questions are open or cause cognitive conflict or imbalance then they result in WM functioning.  

My nonverbal messages are powerful so they ought to match my verbal reasoning/ arguments.

I may cause cognitive conflict (be a devil’s advocate) just by using certain phrases. Causing this state to emerge, children may question their degree of metagnosis.

 Right after that I propose ideas to help them regain balance and conquer new material.

I remember to vary the shape of mind map I use daily. I place emphasis on lexis, phrases and sentences. Ideas for your weekly revision mind map: use it to construct a paragraph;  and your monthly revision mind map to write a story.

I keep reminding my students to jot down phrases and ideas for their long term project. Also keep collecting the Greek loan words. I raise Polygnosi senior students’ awareness about Greek cognates they come across in their Reading comprehension passages.                                                                                              

 I make sure that everybody contributes in the big thematic posters as this enhances their sense of belonging to the group. 

I remember that 1  or 2 examples is never enough for all of them to acquire new  knowledge. 

Students’ participation 2

In a group project presentation everybody should say something. The rest of the class note the PLUS, MINUS, INTERESTING points.      

        Everybody is praised on the spot!               

We always remind students that the ‘words they use in their projects are applications in new circumstances and that this is what their mind seeks for’

In their short paragraphs we ask them to include some procedural facts which are recorded to their episodic memory  (schemata).

                  

Caution

Instant automaticity may be quite amazing; remember that what is learnt in this way, it is often forgotten quite fast.  Consolidation means incorporation of new material in the person’s schemata.   Remember the students’ scripts vary greatly. That applies to their incubation period as well.

Encouraging spontaneous participation in English as this helps young or new students grow their self-esteem.  

I ask my students occasional to tell me the way they think when they have to do an exercise.  Also ‘How can they guess that something is important?’

I keep reminding our senior students to be meta-cognitive, to reflect and to ponder..

 We all discourage rote learning as students resort to it when they do not understand something. The mechanism of rote learning is inflexible that means it cannot be used in various circumstances.                                                            

Think and Ponder…

enic lexis and cognates- used in the English language.

 Do you promote comprehension, deep learning, Problem solving?

 Are our students involved in authentic reading and writing experiences? 

 Is there an attempt to draw on our students' background knowledge  & interests?                                                                                                                                         Are our students given choices? Is the content meaningful?                                 

        Does it serve a purpose for the learners? 

Do Polygnosi’s students have ample opportunities to work collaboratively?             

 Do our students read and write as well as speak and listen during their learning experiences?                                                                                                                                             If not, we should go round the groups, bend, listen and assist.

Is the Greek Language and culture valued, supported, and developed?                                            You all should offer examples of Hell

Are our students involved in activities that build their self-esteem and provide them with opportunities to succeed?          

Minimise your talking. It is imperative.

Each student mobilises own WM and learn easily when…

ακούει προσεκτικά  και σημειώνει

αναγνωρίζει  και κατατάσσει

Αναδιοργανώνει

αναθεωρεί απόψεις/ ιδέες

Ανακαλύπτει

αναλαμβάνει ευθύνες

Ανταποκρίνεται

Αντιπαραθέτει

Αποδέχεται

βρίσκει ευχαρίστηση στο να βοηθά

Γενικεύει

δείχνει ευαισθησία

Διαλέγει

Διασκευάζει  Διαφοροποιείται

Δικαιολογεί   δίνει έμφαση

Εκδηλώνεται

Εκτιμά

Ενεργεί

Εντοπίζει   Επηρεάζει

Επιλέγει

Επιλύει    Ερμηνεύει

Εφευρίσκει

έχει επίγνωση της σημασίας της μάθησης

καταλαβαίνει κι αποδέχεται τις δυνατότητες του

Κατατάσσει    Κατηγοριοποιεί   Κατονομάζει

ολοκληρώνει εργασίες

Οργανώνει

παίρνει πρωτοβουλίες

Παρακολουθεί    Περιγράφει

Ρωτάει     Συγκρίνει    Προτείνει

συμμετέχει στις συζητήσεις

Συμπεραίνει     συμπληρώνει

Συνεργάζεται   υπακούει στους κανονισμούς

συνθέτει    Τροποποιεί

χαρακτηρίζει                  Χρησιμοποιεί

Tips to help ADHD students:

1.               Offer praise every time.We are praising the time involved in a job.

2.               We ask them how much time they need for a certain, let them set the time and advise to keep an eye at the clock.

3.               We emphasize the value of accuracy rather than quantity, because they are easily discouraged.

4.               We reduce the amount of work per page. Book pages that are full of exercises are totally discouraging for many kids.

5.               We do in class part of every exercise we assign for homework.

6.               Smile to help them get rid of their anxiety.

7.               We promote group-centered teaching, or we ask them to work with someone who is friendly and helpful.

8.               Help them organize their space so that they don’t waste time.

9.               We also place their desks where it is less likely to distract them, either  close to us or to attentive students.

10.      The more exciting our lesson is, the less absent minded they are s (games, songs, movement)  Use our educational games.

11.          We establish practices in our teaching (repetitions - breaks).

12.          We inform them about changes, so that they get prepared..

13.          We encourage them use a pencil or finger to point where they read or use 1 or 2 fingers to divide the words when they write.

14.          Be friends with them. Do not reprimand them in public.

15.          Listen to them carefully; they are eager to participate in the process!

16.          Ask them to do errands in or outside the room.

17.          Provide opportunities for relaxation and avoid being critical all the time.

18.          Assist them discover their strong points to boost their self-confidence.

19.          We report any changes in behaviour and performance to our councillor.

20.          We advocate for them in case of difficulty especially with his parents.

Talk less teaching    (the book is available in the library upstairs)

It is believed that teacher-talk is not desirable when it impedes learners’ progress and enjoyment. Our educators are advised to respect the learners’ individual zone of proximal development, allow them talk, participate and work harder.                                        The list of suggestions is indicative:

o   Notice at which part of the lesson the most yawning occurs.

o   Never allow passive students dictate the way of teaching.

o   Be a chameleon that is being readily flexible, ultra-adaptable to the needs of each lesson.

o   Never risk waiting until the revision time (10 final minutes) to check students’ understanding.

o   By activating students’ schemas the educator establishes their starting points. This can be done by working in pairs answering simple questions about the topic.(Talk less teaching page 21).

o   Be aware of the invisible learners -the passengers- who are not willing to participate.

o   Use the Mexican wave of voices to ensure that everybody participates. The learners answer a question in pairs or in fours and as you gesture the next group carries on ( A  S.T.M. activity)

o   Use ‘what did he/she say?’ at the end of an open discussion?  ( A  W.M. activity).

Metacognitive tips and strategies for DE, B2, C2 classes

1.      Older students are usually right when they claim they are ready than the younger.

2.     High metacognitive skill does not always predict performance.

3.     Use questions such as:   ‘Are you sure?’   ‘Are you confident?

4.     ‘Know yourself’ project for DE B2 C2 students.                                          They use adjectives to describe their character + mental skills.

5.     B2  C2  students Before you ask do a Self essay assessment  or a Peer’s essay assessment  inform them about the Examiners’ criteria

6.     Metacognition is an independent function of the brain and simply part and parcel of everyday abilities.

7.     Perception skill ‘Which photo seems brighter?’ How much confident are you?

8.     Audio skill   ‘Which speaker was younger?’ Which one was native? Etc.    How much certain are you?

9.     How much certain are you that you are going to remember your today’s assignment?   If you are NOT certain at all then close your eyes and visualize this scene ‘handing in your homework tomorrow.’

10.                         SOS  Do not ask them ‘How well you think you have learnt these new words?’ soon after you taught something. Delay your question to the end of the lesson & PRACTISE them if required. Consolidation is slow, it may take days to set in.

11.                        All classes ‘Ask students to produce or recall a few words that summarise a text taught or a topic discussed.

12.                        Ask them to look at the poster which is in every classroom ΣΚΕΨΟΥ ΤΙ ΕΜΑΘΕΣ ΣΗΜΕΡΑ  Πως ΤΟ ΕΜΑΘΕΣ  ΤΙ ΣΗΜΕΙΩΣΕΣ

13.                         After the presentation of new material ask them to give thumps up if they have understood everything, downwards if they don’t get it’ and horizontally if they are unsure.  

THIS  is the last piece and the best….

EDUCATOR’s diary                                                                                          

    I usually write about…

1.     My teaching tips about Grammar / Vocabulary / Writing / Reading / Listening / Speaking.

2.     Our students’ tips / ideas about learning.

3.     Any useful idioms I come across that we may have them in poster form.

4.     Interesting learning/teaching episodes when students work in pairs.

5.     The songs / the films/ the projects / the books they preferred. 

6.     What my students learnt easily. Which of the 10 ideas is more effective?

7.     What learning problems my students face.   

8.     Any mistakes we spotted in the books we use.

9.     Any pieces of advice what to do with these mistakes.

10.                        Anything else that may be worth noting.

I hope that your 2020 daily calendar will be useful…

                                                                    

Have an enjoyable and fruitful 2020!!!!!!!!