Planning Remote Tasks that guarantee autonomous Learning: It is possible!

Luciana Fernández

Planning Remote Tasks that guarantee autonomous Learning: It is

possible!

Module 2 – Post Webinar Activities for Teachers

Tutor: Luciana Fernández

The following activities are for teachers to complete and submit after having
watched the six mini videos within Module 2.

The following chart reminds you of the contents covered in Module 1:

 Explore the presentation stage of a lesson and its characteristics.

 Make decisions as for how to best present content and/ or skills
remotely.
 Understand the importance of the practice stage of a lesson: from
controlled practice to free practice.
 Discuss and exemplify the presentation and practice of skills.

1) Read the following descriptions of lesson stages and decide which one is
which:

A- enables the instructor and learners to assess how well they have grasped the
lesson.
B- introduces new information, checks learner comprehension of the new
material, and models the tasks that the learners will do in the practice stage.
C- encourages learners to use what they have been taught in previous lessons.
D- provides opportunities to practice and apply the new language or information.
E- Encourages learners to transfer what they have learnt to real world situations

1. PRACTICE D
2. REVIEW A
3. WARM-UP C
4. PRESENTATION B
5. APPLICATION E

2) Watch the following video: https://www.youtube.com/watch?v=1BqR7wUje_4

and complete the following sentences using only one word:
Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández

6. Sequencing refers to the _ORDER_ in which the different lesson moments

will happen.
7. What you want students to learn has to be specified in the OBJECTIVES.
8. Objectives need to describe something that you can then DO at the end of
the lesson.
9. Right after the presentation, students need to be engaged in opportunities to
_PRACTISE.
10. At the beginning students need to have lots of guidance from the teacher, but
as the lesson progresses, students need to work with more
___INDEPENDENCE_.
11. Being flexible but also estimating and calculating how long each stage will
last are some of the TIMING considerations a teacher should bear in mind.
12. It is important that at the end of the lesson teachers find the time to
REFLECT upon what went right and what didn´t work.

3) Read about these teachers planning lessons and decide what lesson stage
they are taking about:

13. “I have been considering getting students to deal with an exercise to put the
verbs in the correct tense so that they internalize the two tenses structures
and differentiate when we use one or the other.” CONTROLLED PRACTICE

14. “I have found a very nice song that uses the target structures that I want
them to learn, so I will use it.” PRESENTATION

15. “Since we will be reading about China, I think it would be a good idea to use
a mind map to jot down what students already know or think they know about
this country.” ELICITATION

16. “After some drills I will engage the class in conducting a survey to find out
what is the class´ favourite food.” CONTROLLED PRACTICE

17. “I will engage my class in a mini Project called “My neighbourhood” so that
students can talk about the places where they live and put everything they´ve
learnt into practice.” APPLICATION

18. “I will probably use flashcards to teach vocabulary related to fruits and
vegetables but I am also wondering if maybe bringing the actual ones would
be better...” PRESENTATION
19. “Now that they have done some gap-fills I might challenge them and
encourage them to write the sentences themselves.” FREE PRACTICE
Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández

20. “I will give students some time to observe some pictures and find out what
they have in common to see if they discover what we will be discussing in the
lesson.” LEAD-IN

4) Read the Module 2 Reference material a PDF and decide if the following
statements are TRUE or FALSE:

21. A lesson is a unified set of activities. TRUE

22. Controlled practice activities are always individual. TRUE

23. Modality when talking about practice refers to the macro skill being worked
on. TRUE

24. In the evaluation stage it is only the teacher the one who assesses. FALSE

25. It is necessary to estimate the time allotted to each lesson stage. TRUE

26. Flashcards are examples of realia. TRUE

27. When you plan you need to consider the materials at your disposal. TRUE

28. It is not necessary that what we teach them is related to students´lives.

FALSE

29. After a lesson, it is critical to reflect upon the strengths and áreas for
improvement. TRUE

30. The plan is just for the teacher. FALSE

5) Find 10 words related to lesson planning and use the clues to help you

s z p o o r i a e m
x f s b f a g x l a
e m k j s n p k i t
a i p e g k a r c e
p r a c t i c e i r
d o z t l n i v t i
t i m i n g n i q a
c k y v i d g e s l
q e i e w p d w g s
l p b s p q s s e b
e v a l u a t i o n
p r e s e n t d r u
Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández

31. PRACTICE: stage that allows students to systematize what they have learnt.
32. MATERIALS: scissors, poster, flashcards, worksheets are examples of
these.
33. PACING: This refers to the length of activities and the variety so that
students are engaged.
34. PRESENT: to teach the new.
35. REVIEW: to revise what students already know.
36. OBJECTIVES: plural. What you set to achieve with your students.
37. EVALUATION: when you check if your objectives were achieved.
38. ELICIT: to extract information from students.
39. RANKING: This type of activity is for students to order a list of ítems using a
given criteria.
40. TIMING: is about estimating length of activities to fit in a lesson.

6) Answer the following questions using only one word:

41. What can you provide students with in the absence of technology?
HANGOUTS
42. What is the word that makes reference to presenting vocabulary, grammar
and concepts in a meaningful way? CONTEXTUALIZED
43. What is the name of the activity where you do not say a word and replace it
by another one? COFFEE-POTTING
44. What is the name of the stage in which the teacher activates students ‘prior
knowledge? LEAD-IN
45. What do face-to-face lessons and remote assignments need to have in
common? STAGES
46. What do students need to do before writing and can use graphic organizers
for? ELICITING
47. What do teachers need to do with students ‘affective filter? LOWER
48. What are real objects examples of? REALIA
49. How are students supposed to deal with homework if this is appropriately
designed? AUTONOUMOSLY
50. What is the name of the stage in which students can transfer what they have
learn to real life situations? APPLICATION

7) One of the activities suggested in Module 2 is Boggle. Discover the secret

words.
51.

i m f
s a g
w g e
51. IMAGE, AGE,
52.

s g z
SONG
Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández

o n b
f k d

53.

q u o
m e t
g q o
QUOTE
54.

l p r
t c a PRACTICE
i c e

55.
ASK, APP, APPLY
e a k
y p s
l p t

56.

a s a
ASSESS
d s s
b e s

8) Read the following paragraph and fill in the gaps with the missing words:

In Module 1 we mentioned that usually HOMEWORK (57) is an extension of

instruction, but during QUARANTINE (58) times, it IS instruction. That is why
it is very important that teachers remember that the assignments to be sent
home need to have the same STAGES (59) of a lesson. In the lead-in, we
PRESENT (60) the topic of the lesson and there are lots of ways in which we
can do this. We can then ELICIT (61), that is to say extract, information from
our students. We need to ACTIVATE (62) their prior knowledge.
In the presentation stage we teach the new and we must never forget to do
this in CONTEXT (63). Right after this stage, students will need to practice,
first in a controlled and repetitive way and then with more FREEDOM (64). In
the next stage after having practised freely, students need to PRACTICE (65)
what they have learnt and use it in a situation similar to the ones they would
be engaged in in the REAL (66) world.
If a lesson has clear OBJECTIVES (67), and if remote homework has them
too, then it is important to check whether they have been achieved. We do
Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández

this through ASSESSMENT (68) and based on the evidence we get, we are
now ready for the EVALUATION (69).

Remember: Homework is INSTRUCTION (70), not an extensión this time!

9) Missing letters: Complete:

a) Students need to deal with homework with CONFIDENCE(71) and

b) AUTONOMY (72).

c) A GAP- FILL (73) is an example of a controlled practice activity.

d) A good way to contextualize grammar is by using a TEXT (74) or a

SONG (75) that contains the target structure.

e) A QUOTATION (76) is something somebody else said and it can be used to

trigger off discussion in the lead-in stage.

f) Students feel anxious and uncertain at the beginning of the class and
teachers need to lower the AFFECTIVE FILTER. (77)

g) You can divide a photograph in QUADRANTS (78) to get student to slow

look and pay attention to details.

h) There are VIDEOS (79) that help with the introduction of vocabulary and can
be easily accessed by students.

i) The whole point of rethinking remote homework is that we keep the

pedagogical contingency plan going without causing (80) STRESS to
ourselves, students and families.