Oklahoma City Community College Department of Community Outreach and Education

1. Oklahoma City Community College Department of Community Outreach and Education Restocking Your ESL Toolkit With Classic and Modern Practices - OCCC ESL Staff

2. About Us Community Outreach and Education Beginning Advanced intermediate ESL Classes Advanced writing. TOEFL. Digital Literacy. Reading/Writing. Burlington English. Digital Literacy Project Success 4 Project Success 2 and 3. Citizenship

3. About You

4. The More Traditional Approach…

5. The ESL Teacher Toolkit and Restocking it • tool·kit • /ˈto͞olˌkit/ • noun • a set of tools, especially one kept in a bag or box and used for a particular purpose • a personal set of resources, abilities, or skills…or ( best) practices…and…

6. …activities that will engage your students

7. Man v GoldfishWho has the greater attention span?

9. Activities to Engage Your Students • Why Engage? • Research on Concentration Span of Adults • Microsoft Study, 2015 • Core principle of Adult Learning Theory • learners must be actively involved in the process so that they're empowered and motivated (Malcolm Knowles, 1975)

10. The 10-minute Rule • Common in Academic Literature • Davis, Tools for Teaching • McKeachie (13), in Teaching Tips (8th Ed.), • Leadership Literature and Strategies • “Pay attention to the 10-minute rule and your audience will pay attention to you.” Carmine Gallo, Why PowerPoint Presentations Always Die After 10 Minutes And How To Rescue Them Attention can be reignited and prolonged by incorporating interactive and engaging activities (Julie Brown, 2019)

11. Why the Importance of Engaging Students? • Research has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills, and promotes meaningful learning experiences. • Instructors who adopt a student-centered approach to instruction increase opportunities for student engagement, which then helps everyone more successfully achieve the course’s learning objectives.

12. How to Increase (Prolong) Attention Span • Include Physical Activity • Adjust Time Frames • Engage Students with Fun Activities!!!

13. Some Classic Activities for the ESL Classroom • Goal • Engagement • Empowerment • Enrichment This Photo by Unknown Author is licensed under CC BY-SA-NC

14. Classic Time-tested ESL Games • Charades • a game of pantomimes. • Hangman • A guessing game. One player thinks of a word, phrase or sentence and the other(s) tries to guess it by suggesting letters or numbers, within a certain number of guesses. • Hotseat • Student sits in chair, backto the board. ... When student guesses the word or time runs out, returns to seat and another student sits in the hot seat. Teacher writes another word on the board. • Scattegories • creative-thinking category-based party game.

15. Classic Time-tested ESL Games • Bingo • Simon Says • Word Jumble Race • encourages team work and brings a sense of competition to the classroom; • practicing tenses, word order, reading & writing skills and grammar. • Board Race • two people “race” from one end of the classroom to the board at the other end of the classroom and write the answer to a question on the board. • The first person to finish writing the correct answer scores a point. • Two Truths and a Lie • classic icebreaker game • object of the game - to figure out which statement a lie. • rest of the group votes on each statement, and the person reveals which one is the lie. 

16. Modern ESL Games

17. A Few of Our Favorite Things: A Demonstration • Conversation Cards • Cellphone Interview • Running Dictation

18. Conversation Cards Activity • Fun and engaging activity that promotes listening and speaking • Can be used as an ice-breaker, a warm-up activity at the beginning of class, or a review of a grammar point (ex. Simple Present tense)

19. Conversation Cards Activity

20. Conversation Cards Activity Set-up: • Prepare relevant questions and place them on a grid. • Print and cut up cards. Color cardstock works well. • Place the cards on a table, face down. • Give instructions and first model the activity with a student. • Each student picks up a card and finds a partner. • First student asks the question on the card. Second student answers. • Second student asks his/her question and the first student answers. • Students exchange cards and find different partners to ask the new question. • Game continues until the set time is up. (Duration will depend on the size of the class). • After the activity is over, the teacher can ask for whole class feedback.

21. The Cell Phone Interview • Fun and engaging • Improves speaking and listening skills. • Promotes self-evaluation • Adaptable to any content • Feedback opportunities are numerous

22. The Cell Phone Interview How will you use Rady’sconversation cards activity in your class?

23. The Cell Phone Interview • Take out your phone. • Open the video app. • Switch phones with a partner. • Pick who will go first. • We will all start at the same time…wait until I say “start”. • Speak for 30 seconds…I will say “stop”. • Now it is your partner’s turn. • We will all start at the same time…wait until I say “start”. • Speak for 30 seconds…I will say “stop”. • Repeat steps 4-10.

24. How Does Light Enter the Eye? • Ever wondered this?

25. Running Dictation • Easy on Setup: derived directly from the text (in this case, V3, Unit 1, Lesson D: Reading). I use RD for every Lesson D. • Fun way to engage students on a focused task. • Covers all target skills; also teamwork skills! • Physical, and thus in its own way, kinesthetic • Easy to monitor and generates its own feedback (for both students and teacher)

26. Activity Setup • Prepare text. • Place text in the classroom • Number students in pairs or groups. • Each student within groups assigned number corresponding to text on wall. • Game begins with Student 1 running to text page 1, and reports to other students in the group what he/she has just read (speaking ONLY). • ‘Writers’ ask questions to clarify. • Repeat above steps 1-6 for other students in group. • Time up;group self-edits and compares notes with the original (on overhead screen) to self-assess accuracy. • Accuracy required based on class level.

27. Student versus Teacher This Photo by Unknown Author is licensed under CC BY

28. The Time Crunch-Teacher Talk Time (TTT) • When did you last self-assess your TTT in class?/ • Excessive TTT limits the amount of STT (student talking time). If the teacher talks for half the time in a 60 minute lesson with 15 students, how long does each student to speak?

29. Answer: • each student gets only 2 minutes to speak. • The Challenge: • To reduce TTT and increase STT

30. Review of Presentation • 3-2-1 Feedback Tool • Three Things You Learned? • Two Things You Found Interesting but would Like to Learn more About? • One Question You Still Have about the Material?

31. Questions?

32. Thank You! Anthony Tyrrell atyrrell@occc.edu Eric Beecher eric.p.beecher@occc.edu Rady Sharkova-Foster rfoster@occc.edu www.occc.edu/coe/teacher-resources.html