กระบวนการจัดการเรียนรู้แบบ Active Learning ในโรงเรียนสวีวิทยา

การขบั เคลอ่ื นกระบวนการจัดการเรียนรู้ แบบ Active Learning ภายในสถานศกึ ษา โรงเรยี นสววี ทิ ยา อาเภอสวี จังหวัดชมุ พร สานักงานเขตพน้ื ทกี่ ารศกึ ษามัธยมศึกษาสรุ าษฎร์ธานี ชุมพร สานักงานคณะกรรมการการศกึ ษาขนั้ พนื้ ฐาน

การนำกระบวนการจัดการเรียนรู แบบ Active Learning ไปใชในการจดั การเรียนการสอน Week 1 , part 1 Task 1 : Record yourself giving instructions to an activity. Pre – task 1) Choose an activities to use with your students. Find someone who….. 2) Think about how you will set up the activity . 2.1 - Give a checklist to student. - Students repeat 10 lists on the checklist. - Give them a question that they can use in their conversation e.g. “ What would you like to be in the future ? and why ? ” - Students do the activity 9 minutes. - Volunteers present their friends ’ answers. Make notes of instructions you will give to students. 2.2 - Repeat after me. - Walk around in the classroom. - Ask the questions to your friends. - Write your friends’ name down and their answers down in the right column. - Move on to the next person and ask question again. - Give you to do the activity for 9 minutes. - Talk and meet to your friend as many as possible. - Introduce and say something about your friends ’ answer.

Page 2 Task 3) Record yourself in class giving instructions to the activity ( either audio or video). - Watch VDO Post – task 4) Did your students understand what to do ? How do you know ? Yes , they do. I know from my Instruction Checking Questions (ICQ) and they can answer the questions. e.g. - What is the question that you can ask to your friends ? - Where do you write your friends ’ name and their answers in ? - How long that I give you to do this activities ? 5) Did you have any problems giving instructions ? If so , what ? Yes , I did. Some students ask Yes / No question to his / her friends. e.g. Do you want to be a teacher ? Do you want to work in the medical field ? and then He / She asks 10 questions with the same person. 6) Listen to the recording and note down the instructions you actually used : - Repeat after me.  - Walk around in the classroom.  - Ask the questions to your friends.  - Write your friends ’ name down and their answers down in the right column. = Write your friends ’ name and their answer down in the right hand column on the checklist. - Move on to the next person and ask question again.  - Give you to do the activity for 9 minutes.  - Talk and meet to your friend as many as possible. = Meet and talk to as many friend as possible. - Introduce and say something about your friends ’ answer. = Present about your friends ’ answers. 7.Tick ( ) the clear instructions you used e.g. “ Please stand up and make a line ” ( in No.6) 8. Underline instructions that could be improved , and write down how you would change them. (inNo.6) 9) If you did the same activity again , what would you do differently ? I will give them an example about how to do this activity before they start to do the activity.

Page 3 Week 1 , part 2 Task 2 : Teach a set of new vocabulary Pre-task 1 ) Choose a set of new vocabulary to teach your class. Plan how to elicit each word from your students : Word Elicitation technique Teacher’s questions / actions 1. doctor Visual aid : Flashcard What does he do ? ( Show flashcard) 2. sick Giving an example What wrong with him / her ? 3. medicine Using real objects What ’s different between pill capsule and liquid drug ? 4. nurse Visual aid : Flashcard What does she do ? ( Show flashcard) 5. rich Using opposite words What is the opposite word with poor ? 6. hospital Giving definition A place where people who are ill or injured are treated and taken care of by doctors and nurse. 7. diseases Giving explanation An illness of people , animals , plants ,etc., caused by infection or a failure of health rather than by an accident. 8. symptom Miming Actions (e.g. a headache , a cough , a stomachache ) 2)What activities will you use to help your students understand the meaning of the new vocabulary ? Slam the board , Back to the board , matching and miming . Task 3) Teach the vocabulary and do the activities with your class Post-task 4) What they went well ? Matching activity

Page 4 5) What didn’t go so well ? Why ? Miming because some students can ’t speak about the word that they mime . They are shy when they use gestures. 6) What could you do better next time ? I will choose the activity that is suitable with the words in the lesson. Week 2 Task 3 : Use a variety of Interaction patterns in your classroom. Pre-task 1) Plan activities to do with your students this week that involve a variety of interaction patterns and seating arrangements. Activity Interaction pattern Seating arrangement Chain story Individual        Information gap Pairs - - - - - - - - - Jigsaw Reading Group work - - - - - - - - - - Find someone who Mingle - - Onion ring - - - - - - - - Slam the board. Whole and open class  Back to the board.    

Page 5 Task 2) Take photos of the different classroom seating arrangements that you use in your class. Bring the photos to the sessions on. Be ready to talk about what ’s happening in each picture. Activity : Chain story : Interaction pattern : Individual. The student can plan what to say. They try to think about what to say but they feel nervous. Activity : Information gap Interaction pattern : Pairs . They can help each other to do activity and they can learn from each other. It can be a problem when their partner dominates. Activity : Jigsaw Reading Interaction pattern : Group work They can use reading , speaking and summarizing in this activity. They can fill the word into the blank. They try to remember the word by understanding of text cohesion. Activity : Onion ring Interaction pattern : Mingle They can develop speaking skill when they speak to their friends. It is very fun. Some more shy students and may speak in their own language. Activity : Find someone who….. Interaction pattern : Mingle They can develop speaking skill when they speak to their friends. It is very fun. Some more shy students and may speak in their own language. Activity : Slam the board Interaction pattern : Whole class and open class Students are very fun because they want to be a winner. They may feel less pressure but some students may be afraid of being wrong. Activity : Back to the board Interaction pattern : Whole class and open class Students are very fun because they want to be a winner. They may feel less pressure but some students may be afraid of being wrong.

Page 6 Post- task 2) Which interaction pattern (s) worked best in your classroom ? Why ? Group work because they can help each other to learn and do activity in the classroom. They can develop teamwork and promote peer learning . It is the best way to listen to and respect others ’ opinion. It can develop sense of responsibility of individual roles in group. 3) Did you have any problems with any of the interaction patterns ? If so , what ? Yes , I did. - Mingle : Students will speak in Thai instead of English. : There are not enough space for a large class ( 45 students ) - Whole class : Some students feel shy to speak in front of others. : Some students may not do anything. 4) If you did the activities again , would you change any of the interaction patterns / seating arrangements ? If so , how ? Yes , I would. I will use interaction with this activities such as………… - Individual : reading , writing and completing an exercise. - Pairs : practicing a dialogue and information gap - Group work : role play , warm-up activity and telling a story - Mingle : find someone who , onion ring and class survey - Whole class : presenting a text , explaining grammar and giving instructions for an activity

Page 7 Week 3 Task 4 : Plan a lesson and compare it with the actual lesson 1) Plan a 50 –minutes lesson for one of your classes. Complete the left – hand column with a brief lesson plan ( use a separate sheet of paper if necessary). Leave the right – hand column blank. Lesson Plan Lesson (what actually happened) Stage1: Lead - in They can choose the same chores pictures on - Put students into groups. the screen and in the envelope. - Ask S’s to take a look at chores pictures on the screen then choose the same chores pictures that they have in the envelope. ( Group Work /10 minutes ) Stage 2: Language Presentation - They can ’t read some word (e.g. vacuum , - Present the chores using flashcard rubbish and laundry ) - Elicit word - Listen and repeat - They can match flashcards and picture cards - Hand out flashcards and picture cards for quickly . There is only 1 group is slowly than matching others group. (Whole class / Group work 10 minutes ) Stage3: Practice ( Controlled) - They try to do an exercise with their partner. - Instruct S’s to completed the paragraph with They help each other to fill in the gap. - A volunteer student presents their exercise. the correct chores. - Go through answers and check spelling. - Some students forgot the question so they look at the board when they ask the question. (Pair work : 10 minutes ) - Some students speak Thai. Stage4: Practice 2(freer) - Instruction - Make a big circle - Count 1-2 - Who count 2 walk up 1 step

Page 8 Lesson Plan Lesson (what actually happened) - Turn to your friend - Tell your friend what do you do on Sunday? (Whole class : 10 minutes) Stage 5: Practice 3 ( Task ) - They try hard to write the short paragraph so - Instruct student to write a short paragraph their paragraph is the same with their about their chores on Sunday worksheet. (Individual work : 10 minutes) Task 2) Teach the lesson. Record (audio/video)the lesson so you can watch/listen to it later. Post –task 3) Watch / listen to the recording of the lesson. Complete the right - hand column with what actually happened in the lesson 4) Complete the lesson plan and the actual lesson. What is the same ? What is different ? Lesson Plan Lesson (what actually happened) Stage1: Lead - in - Tell students about my chores on Sunday then - Put students into groups. ask them about the chores that I do on - Ask S’s to take a look at chores pictures on the Sunday. screen then choose the same chores pictures that - Tell them the topic “ Chores ” - Use ICQ to students. they have in the envelope. ( 8 minutes ) ( Group Work /10 minutes ) Stage 2: Language Presentation - Present the chores using power point on the - Present the chores using flashcard screen. - Elicit word - Listen and repeat ( 6 minutes ) - Hand out flashcards and picture cards for matching (Whole class / Group work 10 minutes )

Page 9 Lesson Plan Lesson (what actually happened) Stage3: Practice ( Controlled) - Instruct S’s to completed the paragraph with --------------------- Same ------------------------ the correct chores. (14 minutes ) - Go through answers and check spelling. 1. Count 1 – 2 (Pair work : 10 minutes ) 2. Students who count 1 stand up and Stage4: Practice 2(freer) - Instruction make a circle then student who count 2 - Make a big circle make a big circle outside. - Count 1-2 3. Students who count 1 (inside) turn their - Who count 2 walk up 1 step face to your friend ( outside) - Turn to your friend 4. Students (inside) start to ask “ What do - Tell your friend what do you do on Sunday? you do on Sunday” and switch with their friends. (Whole class : 10 minutes) 5. Two volunteers report about their friends ’ answer. Stage 5: Practice 3 ( Task ) - Instruct student to write a short paragraph (8 minutes ) about their chores on Sunday After students finish their task , choose the volunteer to read it to their friends. (Individual work : 10 minutes) (14 minutes ) 5) How would you change the lesson plan if you taught the lesson again ? Think about stages and timing. I will change about the timing because some activity use more time to do ( e.g. information gap and writing paragraph)

Page 10 Week 4 Task 5 : Adapt an activity for different classes Pre-task 1) Choose one new activity to try with your classes this week. Think about how you will adapt the activity for different classes of students. Make sure the activity relates to the topics you are teaching this week : Activities : Who am I ? Class Age / Topic Aim of the Language / Interaction Level activity Vocabulary 1. Mattayom 2/1 14 years Describing To describe I have a long tail. I can Whole class old Animals picture about swing from trees. I have - - - - animal. long arms. I am very - - - - - - clever . Who am I ? 2. Mattayom 5/1 17 years Describing To describe I work in an office. I Whole class old People picture about make phone calls. I - - jobs. make appointments. - - Who am I ? - - - - - - Task 2) Try out the same activity with 2 – 3 different classes. Post – task 3) Which of the classes did the activity work best with ? Why ? Mattayom 5/1 because they can describe about jobs with the sentence clearly .They try to speak , they don’t shy when they speak with incorrect words. 4) Which of the classes did the activity not work so well with ? Why ? Mattayom 2/1 because they can’t speak the sentences. They speak only a word , roar like an animal and make the gesture of animals that they have to describe. 5) What would you change / do different next time ? - For Mattayom 2/1 I will give them an example about describing animal sentences and repeat it then work in pair to practice with their friends about describing animals before I start the activity. - For Mattayom 5/1 After I finish the activity , I will give them a writing task ( writing passage). The topic is “ My job in the future ”





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