Meeting and workshop " Tuttorial Session TD"

1. Meeting & Workshop
Tutorial Classes
(TD)
by
Mr.Samir Bounab (teacher trainer at MONE)
November 17th 2015
Lycee Sidi Naamane
Medea

2. Meeting points
Time Tasks
9:00 Opening session
9:00 - 9: 15 -Review about the coordinator’s meeting.
- Presenting the new topics of the year.
-Brief feed back about the meeting of September 29th
9:15 :
10:00
Power point presentation of the topic of the day
10: 00 – 10: 15 Coffee pause
10:15- 11:00 Feed back about the power point presentation
11:00- 11:30 Workhsop
11:30- 12:00 Delivery of the workshop
12:00 Closure of the meeting

4. Tutorial Classes

5. Tutorial Classes = One to One
Teaching method = Remedial
Work
For
Whom?

8. Introducing tutorial classes (TD) In
Middle school
( circulaireministerielle N° 1313 du 30/06/2013)
The tutorialclasses :What is it? Why ?when?
For whom? How? How often? For whom?
Where?
TD Tutorial means : TD is a teaching method
that allows pupils to apply theoretical
knowledge in the form of exercises. It usually
take place in small numbers to facilitate the
teacher's help .


9. Rational of TDs in Middle school
•Activities in TDs:
•Shows an extra value to learning operation
•Aims at improving the quality of learning
•It’s a mean and another path to “ reinforce –
deeper and last the learning operation .
•It’ new occasion for the leaner to acquire new
learning strategies.
•Promotes healthy environment for individual
teaching and learning according to each learner
needs and put into action a pedagogy of
differentiation
•Develops motivation and reflexion of the learners
•it’s a chance to take part in dialogues and take
part in active exchanges

10. - T he Role of the teacher:
 Prepares and organizes the progress of the TD
activities. The teacher conceives them using
situations that interest every leaner.
 Gives opportunity to his or her learners to interact
and work in homogeneous small groups.
 Emphasizes on the strong points of the learners
and weak ones that prevents them from
progressing.
 Equips the learners with methodological strategies
in their work.
 Evaluates in continuous way the progress of the
learners as well as the degree of their participation
and contribution during each TD
 Evaluate the procedure used

11. To remember :
In TDs we have to avoid :
Spend the time copying.
Marking TD
Re-teach or spend too much
time making review
Answer the learners one by one
Don’t give enough time for
relfexion for the learners.

12. The principles of TD
conform to the exit profil
integration
innovating ( expoiting TIC materials)
differenciation
grading and progressing ( planning from
easy to difficult)
motivating (inciting to a collaborative
work and make the learners more active)
evaluation : establish a reflection about
the teacher and learners’ works.

13. RATIONALE FOR GROUP WORK IN ENGLISH
COURSES (by Madam (Ouzna Mekaoui)
 The main objective of learning a foreign language is to
enable students to develop a communicative
competency in the target language.

Group work, half of the class, is meant to provide an
opportunity to improve learners’ performances.
A weekly group session will enable to adapt the
learning process to students’ needs.

14. Group work therefore will allow to reinforce
language practice.
 Learners will have the necessary support so
that their outcomes match the curriculum
expectations.
The teacher will plan language skills and
knowledge oriented activities that take into
consideration Individualised Instruction

15.  In a group work class learners can develop their skills
independently.
 They take responsibility in small group tasks. They
work collaboratively and develop a positive attitude
to learning.
 They can have a constructive, immediate and
targeted feedback on their own progress.
 They can also acquire and practice the learning
strategies they need to interact with peers.
 They can take part actively in their project work , with
the support of their teacher
 They can develop their own tools to organise their
work.
 They can have significant amount of speaking time
which implies a more active role in the learning
process and a positive feeling to learning a foreign

16. Suggested types for grouping students :
 Type one : Mixed ability groups
Mixed ability grouping enables learners to cope
with real life working context , where people of
different abilities work together. It has , therefore
the advantage of a social inclusion and equal
opportunities 2
-It is necessary to have a balanced number of
different levels in each group
- The weaker learners will have more practice
- It enables teachers to engage the talented
ones to support the weaker classmates once
he/she has finished the assigned task.
- It enables to foster the development of co-
operative skills

17. Type two: setting according to
achievements:

This kind of grouping requires a diagnostic test. For
the time being it will comply to the national exam
type in English, the current written test.
 The shortcoming of such diagnostic test is that it is
not really accountable for being organized after a
long summer holiday .It is based on academic
achievement only.
 It would be better to take into account teachers
evaluations of previous learners’ attainment of the
last school year, in foreign languages.

18. The advantage of such grouping is that it
enables the teacher to organise the courses
and plan activities according to learners’
needs.
It enables to raise learner achievement,
better scores in tests .
It also allows students to gain confidence
and take risks, in terms of attitude to
learning : being in nearly similar attainment
category prevents inhibition and
negativefeeling due to pressure of brighter
students
Finally it can lessen behaviour problems

19. Group work objectives throughout the
middle school cycle:
Four aspects are to be considered to plan
a group work syllabus
 1 ) Communicative competency and
interaction
 2) Language skills
3)Learning strategies
4)Social skills ( personal and interpersonal)

20.  TD needs progression to follow the
learners’ progress since Td is tackle
each week in groups and after 15
days to fulfill a complete session
 TD is planned as any lessson which
must be conform to:
 Exist profile mentionned in the
syllabus
 CBA & Bloom Taxonomy

21. TD Progression Sheet
Level : Term :
Project :
Session Objective = learning
objective mentioned
the syllabus ( function
+ grammar) where
learners show
weaknesses
Resources = language form or
grammar that supports the
function
Communicative tasks = all
the type
commnicative
information gap
activities
Cross curricular
competencies =
competences
that learners
already
acquired in
other subjects
and help
teaching
English = how
can the other
subjects help
teaching and
learning
English

22. TD lesson plan
Time interactio
n
Procedure competenci
es
VAKT
Teachers
need

23. Q :Do
your
learners
learn in
the same
way?
5 minutes
discussion
Learning Styles:
 children learn in one of three ways:
visually, auditorily, or kinesthetically
 learning style weaknesses:
 Children with auditory weaknesses
have trouble following spoken
directions and rely on visual cues,
including watching others, to understand
what to do.
 Children with visual weaknesses have a
hard time remembering locations and
may appear disorganized or
disoriented when gathering or putting
away materials.
 Children with kinesthetic weaknesses
have trouble learning things through
sense of touch

24. Q: What sort
of mistakes
your learners
make in class?
5 minutes
discussion
Pronunciation
Grammar
Spelling
Numbers
Colors
Intonation
Questions
Punctuation
Capitalization
Written expression
Project work

25. Q: What
typology of
tasks do you
suggestr to
deal with Td
to remediate
your learners’
weaknesses?
5 minutes
discussion
 Meaningful and manipulative
language activities
1-Project work
2- Role play and simulations
3-Survey/ questionnaire
4-Interview
5-Listing /categorizing
6-Information gap
7-Cloze test/gap filling
8-Matching/ jigsaw
9-Problem solving activities
10-Games
11-Selecting material
12-Songs
13-Story telling
14-Information transfer
15-Transformation

26. Suggested games for TD

37. Workshop
(group work)
30 minutes
Choose one of the
weaknesses or suggest
any new ones and plan a
TD lesson for each of the
Middle school learners

38. Workshop delivery

39. Resources
1- MONE ( circulaireministerielle N°
1313 du 30/06/2013)
2- frame work for group work by
(O.Makkaoui « i.e.m »
3- Games for teaching
« https://www.teachingenglish.org.uk/t
eaching-kids »

40.  By: Mr.Samir Bounab
( Teacher Trainer at MONE)
 yellowdaffodil66@gmail.com