Interchange Intro Teacher Pdf

[Darth Gupta]

Increasebasic literacy skills with these systematic phonics lessons designed especially for adult and adolescent English learners. In addition to sequential skills presentation and word lists, each level includes more than 20 decodable stories to practice phonics skills in context.

English in Action is a four-level, standards-based integrated language learning program that prepares adults for work and academic success. The third edition of English in Action features authentic and high-interest content from National Geographic to promote critical thinking and 21st century skills.

Get Started: Foundations in English provides true beginners with the skills needed for confident communication. Learners build a solid foundation in the grammar, vocabulary, and skills needed to achieve everyday communicative tasks like greeting people and asking for directions.

This guide provides comprehensive instruction for teaching listening, speaking, and writing skills at the pre-literacy level. Step-by-step scripts are easy for new ESL teachers to follow. Use with Laubach Way to Reading. (4 levels).

This academic English program prepares students to work effectively and confidently in an academic environment. Carefully-guided lessons develop the language skills, critical thinking, and learning strategies required for academic success.

This guide features easy-to-read stories about every day life in the U.S. Each lesson builds phonics skills sequentially, and includes exercises in phonemic awareness, writing, vocabulary, and comprehension. What's Next? series (2 levels). Use with What's Next Teacher's Guide.

An ESL resource guide that introduces new teachers to basic techniques and strategies for teaching adults with little to no English experience. Includes tips for getting started, planning your first meeting, assessing language skills, sample lesson plans, sequence of skills, and more.

This go-to guide for ESL instructors covers the basics on English language and American culture learning. The step-by-step format provides instruction for teaching adult English language learners in group and one on one settings. Includes 50+ ready-to-use activities for teaching reading, writing, speaking, and listening skills.

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Children learn new skills, grow their knowledge, and experience the world through play and experimentation. The past decade has seen a growing interest in play and playful pedagogy for children of all ages, and numerous efforts are underway seeking to create stimulating, playful learning environments for children (e.g., Zosh et al., 2017; Parker and Thomsen, 2019). In contexts where play is not traditionally part of the school experience, this interest has generated an acute need to support educators interested in playful learning, both through professional development opportunities and practical, hands-on tools that they can use in the classroom.

This paper is structured as follows. We first present the literature underpinning Teacher RePlay, as well as the conceptual framework for its structure. We then describe the structural elements of the tool, and the ways it is intended to be used by educators. This description is followed by the methodology and approach we used during the pilot tests in three countries. Next, we offer a brief description of the results of the pilot tests and user surveys. The paper closes with a discussion of the potential applications for the toolkit and an agenda for further research.

Critically, effectively integrating play into learning requires skillful facilitation on the part of the teacher, particularly when it comes to sharing control of the classroom, which has emerged as a concern for teachers who face mandated standards-based curricula linked with school accountability (Pyle et al., 2018). Even in higher-resource education systems, such as Canada, teachers face uncertainty about how to implement guided play properly and see it as less structured and more difficult to plan than direct instruction (Pyle et al., 2018). In Bangladesh, teacher interviews revealed that they tend only to implement teacher-directed and direct instruction activities because it gives them more control to cover learning areas mandated by the curriculum (Chowdhury and Rivalland, 2016).

The Teacher RePlay (and Children ReAct, as a submodule) is grounded in the conceptualization of playful learning as a continuum of teacher facilitation, allowing teachers to see multiple ways that play can be introduced based on learning goal, classroom constraints, and their own facilitation skills (Pyle and Danniels, 2017). On a given day, teachers may choose to introduce an activity where they fully direct and manage the playful aspects, setting out the rules and steps for children to follow. In this scenario, they would orient themselves toward the teacher-directed play portion of Teacher RePlay, which includes items that account for the relatively limited agency children may exhibit during the activity. For another activity, the teacher may decide to set basic expectations and learning goals, and allow children to have agency as they engage in playful activities in service of those learning goals (e.g., rotating learning centers, or selecting their materials and forms of play), only occasionally checking in on their progress. This scenario would lend itself to the guided play protocol of Teacher RePlay. Finally, the teacher may allow children full agency and choice in their play activity, creating a free play experience for the whole or part of their learning period. The framework and structure underpinning Teacher RePlay asks teachers to set an intention for their facilitation style, as the first step in setting up their Learning through Play (LtP) formative observation and reflection. Once the teacher facilitation level is selected, teachers can proceed by choosing the characteristics of play to observe for their Learning through Play activity.

While the toolkit is equivalent between the two modalities, there were some differences due to the medium of the tool: paper or digital.1 In the paper version, all behavioral items are laid out on one sheet, grouped by characteristic of play. At the top of each observation form is a short intention setting section. Each of the behavioral items in the observation protocol are assigned an alphanumeric code, making it possible to note the codes in the reflection section (back of the toolkit) and find the appropriate coaching tips at the back of the document. The back section of the observation protocol provides space for reflection and a separate section for noting the feedback from the Children ReAct module.

The pilot testing of the Teacher RePlay toolkit took place in three stages. First, a small group of up to 15 teachers in each of the participating countries was asked to pretest the tools over the course of one week, purposefully administering a chosen teacher facilitation style and characteristic of play. A few participating instructional support staff, who were either peer teachers, head teachers or instructional coaches depending on the pilot country, pretested the Children ReAct guide, including the photo elicitation interview and reflective discussions with teachers. Following the pretest, we conducted two pilot tests in each country, with each pilot lasting approximately four weeks, to overall larger samples of teachers, who were trained and oriented to the toolkit.

Because the toolkit is aimed at supporting teachers who are interested in deepening their playful learning practice, the intention for the pilots was to recruit teachers already well versed in the framework of the five characteristics of play, as well as the play facilitation spectrum. However, this was not always practically possible, as the training in playful learning did not always engage all teachers in a school or was limited to teachers of young children. In each of the countries, we therefore recruited teachers with an interest in playful learning, whether or not they had been previously trained.

We offered both paper and digital app versions of the toolkit in the three countries and provided assistance to teachers in installing the digital app during the training. The majority of teachers in Colombia used the digital version exclusively (78% in pilot 2), while in Uganda, most teachers (70%) used the paper version exclusively due to the lack of access to devices. In Bangladesh, teachers either used paper exclusively (42% in pilot 2) or both digital and paper versions (54%).

During the pilots, data from the digital app were automatically uploaded to a central server, allowing the team to see, with a disaggregation at the country level, how many observations were being entered every day, and the choices that the teachers made in selecting their learning goals, play facilitation styles, characteristics of play, and the behaviors they were observing in their classrooms, as well as the coaching tips they were provided. For teachers using the paper version of Teacher RePlay, we entered data manually and merged with data from the digital app after each pilot completion. After each pilot round, we administered usability surveys and interviews to participants to assess their experience and identify challenges and potential modifications to the toolkit. The surveys were administered to all participants, and a randomly selected subsample was invited for interviews (Table 1). No personally identifiable information was collected from the pilot participants.

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