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EFA Training Module
Getting Started: An Overview of EFA (45 minutes)
1. Overview (15 Minutes)
Objective
This presentation is intended to orient participants to a) the background
of English for All, b) contexts in which EFA might be used for instruction,
c) target populations for this product and d) the basic features of EFA
(as a preview of what is to come later in the training).
Materials
- LCD Projector & demonstration computer equipped with PowerPoint
- EFA Overview (PowerPoint presentation)
Procedure
- Deliver the "EFA Overview" PowerPoint presentation
2. EFA Story Lines (15 Minutes)
Objective
Participants will a) gain a clear understanding of the themes covered
in each story and the basic structure of each episode and b) become more
aware of the extensive support materials provided at www.myefa.org.
Materials
- Episode Guide for Teachers (available on www.myefa.org
in the Teacher Guide section)
Procedure
- Briefly review pp. 2-3. Comment on the following items:.
- Requirements – Teachers, give this information to your instructional
technology staff. (We’ll talk more about technology requirements
later in the day.)
- Applications – Relate the NRS and SPL descriptors to your own
instructional context. Which of your classes will EFA be most appropriate
for?
- Turn to Page 4 for an overview of episodes.
- Which topics are most relevant to your students?
- Which grammar points are of particular interest?
- Choose one story to explore in more depth. Look through pp. 5-11 for
specific information about the episode you’ve chosen.
- Read the story synopses for your story. What themes are likely to
tie into your curriculum or course syllabus?
- In what ways do the linguistic functions connect to those you usually
teach/ plan to teach in a particular course?
- If time permits, read through other story synopses and content summaries.
3. Steps for Using Videos Effectively (15 minutes)
Objective
Participants will review basic considerations in using video. This information
may be new to some participants and familiar to others, but either way,
the discussion should provide a foundation for the next activity, Lesson
Demonstration.
Materials
Procedure
- Introduce the idea that video-enhanced instruction is often approached
from a “before-during-after” approach. What kinds of things
might a teacher do with students before showing a video clip? During?
After? Elicit input from participants and use the notes below to supplement
the discussion as needed. (10 minutes)
- Before the video
- Activate schema (background knowledge) surrounding the topic
- Elicit students’ expectations about the story
- During the video
- Identify specific objectives (e.g. listening for a particular
language feature) so that students know what to look/ listen for
- After the video
- Discuss how the viewing matched/ differed from students’
expectations
- Prompt students to predict what will happen next
- Distribute and review Steps for Using Video Effectively (5 minutes)
- To segue to the next activity, encourage participants to watch for
these elements in the lesson demonstration that they are about to take
part in.
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