REPORT FOR THE BLOG
1- Video / Pictures of all four days with the modules we saw in each session (AM/PM)
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 300
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
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 share it with your classmates" as ice breaker.
d) The fourth day (February 28), we used "inside/ Outside circles"
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 can help the students interact in the real world with human being
5- Described how SWBATs were introduced and SWBATs 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 the students learned) after his teaching.
-Trainees developed "Language and Content SWBAT" with in the middle "the relevancy", where they learn they have to use authentic materials.
Ex: one of the groups discussed about "pollution in well". They developed as language SWBAT: vocabulary and Content SWBAT: pollution; as relevancy: videos, papers, documentary relative to pollution.
6- Described how lesson planning was intoduced and lessons that trainees developed.
Lesson planning was introduced as a plan, a preparation that the teacher has to do before teaching. It helps the teacher to be precised in his teaching by avoiding to go and forth to waste the time. It helps the teacher also to not come to improvise in the classroom as professional.
- As lessons, the trainees developed:
UNIT: Human body (weeks / Months).
Lesson: one of the three parts of human body (head / days).
SWBAT: Students will be able to identify all parts of the head.
Students will be able to use the vocabulary in the real world to express themselves (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 specific).
7- Described how trainees were trained on the four skills and the strategies that were employed.
Trainees were trained on the four skills (L R S W) as a method or a key that they 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, s 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?
The trainees were trained by describing the rubric before, a formal letter like 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 teacher can see where their students need to be ameliorated or improved.
9- Described how training 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 to earn money and why not to 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 the 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 method we used to teach them worked well, because of that, they needed only a push to understand some of the concepts we developed. In the assessments, some ideas were not precised, the time for the reactions or presentations did not respect.
Next time, we will take more days to have more assessments, and more time for the reactions and presentations.
Marc Arthur ESPERANCE