REPORT FOR THE BLOG
Trainer: Shester SEVERE
1- Included photos of the training session
Pictures of the all four (4) days with the modules we presented everyday (AM / PM) session.
Trainer: Shester SEVERE
1- Included photos of the training session
Pictures of the all four (4) days with the modules we presented everyday (AM / PM) session.
2- Described names of teachers trained, where they were trained (Name of school), number of students impacted.
Names of teachers trained Where they were trained Number of students impacted
CHARLES Jude EFACAP DE HINCHE 500
DORSAINT Elivens EFACAP DE HINCHE 120
ETIENNE Shorwen EFACAP DE HINCHE 25
GRACIA Jn Samuel EFACAP DE HINCHE 35
JEAN Flooddy EFACAP DE HINCHE 200
LORENA Feliton EFACAP DE HINCHE 50
LOUIS JUSTE Junior EFACAP DE HINCHE 35
MYRIL James EFACAP DE HINCHE 25
SIMON Wadson EFACAP DE HINCHE 35
THONY Marvens EFACAP DE HINCHE 200
TOTAL: 10 1325
3- Used an Ice-breaker as a warm up
We used an ice-breaker as a warm up each day before starting.
a) The first day (February 25), we used my favorite sport as ice-breaker.
b) The second day (February 26), we used my name is... as ice-breaker.
c) The third day (February 27), we used write a special date where something special happened in your life and shared it with your classmates as ice-breaker.
d) The fourth day (February 28), we used inside/ outside circles.
4- Described how communicative language teaching (CLT) was introduced.
CLT was introduced as a useful tool that the teachers can use in their classroom to create and make the students interact between them. Also it can help the students interact in the real world with human being.
5- Described how SWBATs were introduced and SWBATs that trainees developed.
SWBATs were described as a way to write objectives. They were described also as objectives that the teacher has in mind, but unknown by the students; and expectation that the teacher is waiting for from his students (what he would like his students learn) after his teaching.
- Trainees developed: Language and Content SWBATs with in the middle the relevancy, where they learned they have to use authentic materials.
Ex: one of the groups discussed about one well. They developed as language SWBAT: Grammar, as content SWBAT: importantance of water. For relevancy they learned how to use authentic materials / appropriate documents.
6- Described how lesson planning was introduced and lessons that trainees developed.
Lesson planning was introduced as a plan, a preparation that the teacher has to do before teaching. To avoid being improvised as professional.
- As lessons, trainees developed:
UNIT: Human body (Weeks/ Months).
Lesson: one of the three (3) parts of human body (head/ days).
SWBAT: Students will be able to identify all the parts of the head.
Students will be able to use the vocabulary in the real world to express themselves (at the Hospital).
Language SWBAT: vocabulary words.
Content SWBAT: the head.
NB: According to what they learned: Curriculum, Unit Goals, Lesson / SWBAT, L+C (from the general to particular).
7- Described how trainees were trained on the four skills and the strategies that were employed.
Trainees were trained on the four (4) skills (L R S W) as a method or a key that can use to evaluate the level of the students on their: Listening - Reading - Speaking and Writing.
According to their SWBATs, the trainees have developed as strategies a formal letter to check the level of reading, writing of the students, a song to check the level of listening and speaking of the students.
8- Described how trainees were trained on assessment rubrics, what trainees shared about their rubrics?
Trainees were trained by describing the rubric before, a formal letter for example, in which we showed them the different kind of grades they can use to evaluate their students and get a feedback. According to the obtained results from the total scoring, and in each box, the teachers can see where their students need to be improved.
9- Described how training will help the trainees prepared their students of using English outside the classroom, in the real world situations.
Training will help the trainees prepared their students to interact with foreign people, interprete/ translate documents into other languages, to earn money and study online.
10- Described your reflection on the training process. Was it successful? Why or why not? What worked well, and what didn't work? What will you do differently next time?
The training process was excellent, the interaction of trainees was awesome and during all the training, the discussions and presentations were animated.
The training was very successful because the feedback was positive; all the trainees were satisfied for everything.
The methods we used to teach them worked well, and showed them how to create activity in the classroom. In the assessments they always wanted to spend more time for the reactions and presentations.
Next time time, we will spend more time with them for the assessments or presentations.
Best regards to all members of MIIS!
Shester SEVERE
Trainer.
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