Induction – Term 1

Teacher: Dawud  ·  Learning area: ESOL  ·  Course: E1 Speaking and listening (NOCN)  ·   Length of course: 12 weeks  ·  Length of sessons: 2.5h

Week 1, Mon 10 Sep to Thu 13 Sep

DIAGNOSTIC TESTING AND INDUCTION

 

Induction objectives

By the end of this week, Ss who start attending from day one will:

  • have completed their diagnostic tests
  • be aware of their responsibilities (e.g. attendance, respect for others, independent study, health and safety)
  • know their way around the building (including emergency exits)
  • know the names/roles of key personnel and names of classmates
  • know what to expect from the course

No attempt should be made in week 1 to start formal delivery of language objectives. Aim for high quality induction and initial assessment and the timely transfer of inappropriately placed learners.

Start of lesson activities

Welcome Ss as they arrive, check they’re in the right place, ensure they have evidence of enrolment. Ask them to find out the names of their classmates until more people arrive.

Teaching and Learning Activities related to the Learning Objectives

[Lesson A, 15 mins] Icebreaker and getting to know each others’ names.  Use Find Someone Who… This should not become a grammar session!  T should get involved and circulate as much as possible – particularly at the outset.[More confident/able Ss will have more encounters with fellow Ss in the time allowed, so they shouldn’t run out of things to do if they work more quickly. Less able Ss do not need to ask all the questions on the list. Identify less confident learners and support their interactions.]

[ Lesson A, 20 mins] Listening diagnostic. Use DfES materials. [Do any ALNs necessitate, for example, enlarged versions of diagnostic (just blow it up to A3), special seating, louder audio? Give gentle/sensitive encouragement to Ss who are reluctant to join in.]

[Lesson A, 20 mins] Induction activities. Use induction checklist and relevant handouts. Start with Course Components. Then rules. Just ask  low level Ss to see how much they understand. Aim is to make Ss aware that it is important info that should be studied further at home and fully understood. See HW. [Put Ss in L1 groups allowing more able to translate for less able. Continuing Ss should be given a role in teaching new Ss what they know about induction matters. Lower level Ss should be shown how to use – with caution – Google Translate to increase their understanding of fglzesol.wordpress.com course info. Higher levels should try to understand the materials in English. ]

Mark Ss listening diagnostics.

[Lesson B, 20 mins] Getting to know each other. Ss intro themselves in small groups and try to remember names. Ss introduce classmates to whole class. Ss could then mingle to exchange basic info with those they haven’t spoken to yet and to check names. [More able Ss should continue asking for more than three pieces of PI if they finish quickly. Less able Ss in lower level should not necessarily be pressed for more than two pieces of info. ADC should not join in any activities until he has completed both E2 and L1 diagnostic assessments. Let him make a start on this straight away.]

[Lesson B, c45 mins depending on level] Reading diagnostic.  [See previous notes re ALNs. Apart from this, a level playing field, as opposed to differentiation, is necessary in order to ensure fair testing and usable data]

[Lesson B, 25 mins] Induction activities cont. Use induction checklist and relevant handouts. See HW. [Put Ss in L1 groups allowing more able to translate for less able. Continuing Ss should be given a role in teaching new Ss what they know about induction matters. Lower level Ss should be shown how to use – with caution – Google Translate to increase their understanding of fglzesol.wordpress.com course info. Higher levels should try to understand the materials in English. ]

[Lesson C] Speaking and listening warmer. Ss mingle, asking each other ‘What did you do on the weekend’. They should use the list of Past Simple verb forms on the board when answering.

[Lesson C] Ss learn their diagnostic results for tests completed/marked to date. First put the grade boundaries on the board and explain whats’s meant by E, C, eM. Explain that now is not an appropriate time to discuss individual scores. Ss should see me afterwards if they think there is a mistake. If Ss lost marks through mis-reading the instructions this helps me to ascertain their level within the Entry X spectrum. Grades will not be changed on account of reading errors – Ss had ample opportunity to check with me on the day. Now let Ss see their score but not to let anyone else see it. Produce a HO that explains all this with spaces for Ss to record their score. Ss should know which listening questions were for gist and detail and Ss should note in which domain most of their mistakes occurred.

[Lesson C] Writing diagnostic. Make sure Ss know task numbers and page numbers. Don’t set a strict time limit, this is usually couter-productive but tell them I will have to stop them if they take too long (in relation to most of their classmates). Ss who have not yet done the reading diagnostic should try to complete this as well – they might need a bit longer [Deqa]

[ Lesson C] More induction activities. See induction checklist. Try to finish as many as possible today as their will be no more lessons dedicated entirely to induction.

[Lesson C] Ss who’ve not yet completed all of the diagnostic tasks due to absence in previous sessions should now do what they have missed. Begin with the listening task. (Those who’ve already done it will need to wait and read silently).

[Lesson C] Set homework. This might include giving a presentation, induction materials, preparing for the spelling test.

[Lesson C] Mark diagnostics

Assessment of learning linked to learning objectives

  • Randomly select different learners and elicit comprehension check questions at regular intervals
  • Learners use Google Translate to check their understanding of induction information at fglzesol.wordpress.com
  • Learners complete and discuss Induction Questionnaire
  • Learners complete Personal Induction Checklist and have a second opportunity to do induction activities they missed or did not understand.

Diversity (impact on learners)

See Differentiation. Find out if any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress   the need to respect difference (some Ss make surprise/disdain over difference rather obvious just from body language – all must know at the outset this is not acceptable.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table.

End of lesson activities

Homework setting  ·  Q&A  ·  Tour of building  ·  Nominate speakers for the next three lessons

Learning resources

See induction checklist. In particular: copies of rules; info for Ss online; copies of Find Someone Who…; Copies of diagnostic student booklets; Diagnostic audios; Google Translate;

Homework

Get a friend or family member to translate Rules into mother tongue (or use Google Translate)  ·  Choose and start memorising a poem (not too easy not too hard)  ·  Prepare a short introduction to your poem  ·  Look at all the Course Information posts at fglzesol.wordpress.com  ·  Look at Being an Effective Learner posts (fglzesol)  ·  Look at the exam criteria post  · Look at the exam criteria post for your level

Poem recitation: Fatima, Ina, Daniela (E1AM); Amina, Rasheda, Cristina (E1PM); Sultana, Jasmin, Azizur (E2); Ion, Danny, Vaida (L1) prepare to recite their poem during 2nd lesson of next week. 

Click for a selection of poems by Roald Dahl. (You don’t have to choose a Roald Dahl poem.) 

Click for a website has a list of famous poets and links to their poems.

Spelling for E1 and E2: induction, lesson, around, building, know, names, expect, course, your, responsibilities.

Spelling for L1: all the E1-2 words (above) and: emerging, consolidating, established, diagnostic, average, discussion, explanation, presentation, achieve, assessment.

 

Reflection/Evaluation

Trying to be strict about diagnostic tests was counter-productive. You need to me more thorough in demonstrating what they have to do in each diagnostic session.

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