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This is a demonstration of both effective learning facilitation and the ESA model in practice with a group of Elementary level students at best, possibly including some Starters. We view and evaluate the same teacher with the same students. In the first, the teacher fails to use the ESA process and manages the class activity ineffectively, creating uncertainty, reluctance and waning interest. He effectively punishes and extinguishes their motivation to take risks and learn. In the second video, he employs the ESA model and achieves many positive management outcomes: students feel they are involved in the lesson, they demonstrate operational understanding of modal verbs can/can't, they remain engaged throughout, he uses gesture, voice and mime to substitute for vocabulary beyond their current comprehension and maintain a dynamic pace of the lesson. modulates his voice well to encourage learning, uses their names to organize the process, provide acknowledgement, get attention and reinforce involvement. The use of pairs helped elementary skill level learners build confidence without risk of failure on their own in front of the class, and encouraged sharing and perhaps -- the recording of their pair sharing was sometimes hard to hear -- practice using English and experimenting privately.
Mark managed the class well in the second video, although he might have shortened E and added another A activity. An idea would be for each pair to draw their own animal, give to the next pair, and the next pair then writes our and reports on what tht animal's name is and what it can and can't do. I felt that the students' fluency with can/can't and animal vocabulary pronunciation was beginning to grow and develop just when time was up. On the other hand the E phase lasted ca 11 minutes and 20 seconds, and that it might have been shortened a but, although there was still some hesitancy on the part of several students that lasted into S and even A. I've learned that a well facilitated S activity can also be the bridge into or the first step of A. Here at 23 minutes and 45 seconds when Mark asked them to turn over their sheets and give him, without learning aids (except what might have been on the board), "2 things a penguin can do"" he was essentially doing S+A: still practicing the structure and pronunciation but also beginning to develop fluency. I also need to clarify the difference between Patchwork and Boomerang ESA patterns -- despite having reread them in Unit 3
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