Instructor Guide
Teaching tenses with pictures
INSTRUCTOR GUIDE: TEACHING
TENSES WITH PICTURES
THEORETICAL FRAMEWORK
PROBLEM DESCRIPTION
A method for teaching verb tenses with
pictures as a teaching technique was
presented at a workshop for new teachers
held in an educational institution twice a
year. Originally the technique was presented
as a simple description of the steps in a word
document. Consequently many participants
incorporated the technique into their
classroom either because they were not
convinced or did feel comfortable enough to
use it. Having personally tested the activity in
the classroom and become convinced of its
value, I would like to create an instructional
guide along with visual materials that would
make it easier for a workshop facilitator to
teach language instructors the steps of
teaching grammar with pictures. Currently,
instructors do not follow the steps
sequentially, thus do not move from simple to
more difficult and therefore often confuse the
students.
GLOSSARY
Facilitator – person who leads the workshop.
This guide is addressed to the facilitator.
Participant – language instructor participating in
the workshop, also “instructor” in this guide.
Student – foreign language student, the object of
participants’ teaching.
Workshop – learning context where the
instruction of participants happens. This guide is
created to conduct the workshop.
Lesson – foreign language lesson, learning context
where participants teach language students.
Learning Consultant – personal student’s
consultant to advise them on the language
learning process.
Behavior modeling methodology was chosen for designing the workshop because the problem
aligns with the characteristics of the behavior model. Thus participants of the workshop need to
learn prescribed steps of a behavior and practice the behaviors to enlarge their repertoire of
activities, also learned behaviors can then be transferred to similar situations, e.g. teaching other
grammar patterns or vocabulary. The workshop is designed so that participants as long as the
facilitator give concrete feedback and reinforcement in the process of learning.
1
Teaching tenses with pictures
Instructor Guide
TARGET AUDIENCE
The target audience consists of native speakers of approximately70 languages who have come to
the career of foreign language instruction from an array of academic and professional backgrounds.
Some participants are new to teaching foreign languages, some participants have formal education
in linguistics, foreign languages or education, and some have extensive experience in teaching
second languages. New instructors are often enthusiastic about learning and willing to absorb large
amount of information, but might know little about language learning or instruction in general.
Experienced instructors are usually looking for new ideas, and willing to volunteer in the workshop
activities. The workshop is carried out during working hours with optional attendance.
Target audience
Linguist professionals
People from different background
Educators
28%
50%
22%
DESCRIPTION:
THE ABOVE PIE CHART SHOWS THE PERCENTAGE OF TYPICAL TARGET AUDIENCE. THE PERCENTAGE
VALUE FOR EACH CATEGORY IS AS FOLLOWS:
LINGUIST PROFESSIONALS – 50%
EDUCATORS – 28%
PEOPLE FROM DIFFERENT BACKGROUNDS – 22%
2
Instructor Guide
Teaching tenses with pictures
OBJECTIVES
PARTICIPANTS WILL KNOW HOW TO:
Determine when “Teaching with pictures” is the best practice
Find and select appropriate visual materials
Perform the steps necessary for the activity
DESCRIPTION OF THE W ORKSHOP
This is a workshop for both new and experienced instructors held in an educational institution
specializing in teaching foreign languages. The workshop is designed for 15-20 participants; it is
held in
a classroom equipped with a Smart Board, tables, and flipcharts. This workshop will be offered at
least 4 times a year. The purpose is to introduce instructors to the pedagogical activity “Teaching
Tenses with Pictures” and help them incorporate it into their everyday practice.
MATERIALS
Facilitator
Classroom with 20 chairs and at least 5 tables
Smart Board with PowerPoint software, internet access and speakers
“Teaching Tenses with Pictures” PowerPoint presentation
“Demonstration of Teaching Tenses with Pictures” PowerPoint presentation
5 sets of pictures size 8.5 by 11. Every set contains 5 pictures showing people
performing daily routines and a chart. On the pictures are the verbs of the main action
written in the target language.
Handouts of “Teaching Tenses with Pictures” PowerPoint presentation
wake up
FIGURE 1 “DEMONSTRATION OF TENSES WITH PICTURES” POWERPOINT PRESENTATION
FIGURE 2 "TEACHING TENSES WITH PICTURES"
3
Instructor Guide
Teaching tenses with pictures
WORKSHOP ACTIVITIES
The facilitator first introduces all participants to three types of learners
by demonstrating an instructionally entertaining video that also serves
as an attention grabber. Then facilitator focuses on visual learners to
explain rationale behind the activity. Then following the behavior
modeling:
KNOWLEDGE
DOMAIN
The instruction addresses a
combination of cognitive
(ability to select content and
appropriate visual materials),
affective (willingness to use
the technique) and
psychomotor (ability to find,
print and cut pictures)
domains where the first two
play the most important role.
1. Facilitator presents the “Teaching Tenses with Pictures” activity
and breaks it down into 5 steps with each step broken down
into 3-4 sub steps.
2. Facilitator demonstrates the technique in action with
participants playing students’ role.
3. Participants are divided into 5 groups and are asked to practice
all the steps sequentially. Participants are then asked to carry
out a lesson simulation by presenting one step in front of the
group.
4. Facilitator goes around the room and provides feedback and reinforcement. Participants
share their thoughts, feeling and observations when playing students’ role.
5. Facilitator leads the discussion about different scenarios of using the activity, brainstorming
where and how the technique can be used. Facilitator shows how to access picture
resources, premade slides, etc.
6. Participants are given handouts with a summary of the 5 steps and a list of picture
resources. Students’ personal learning consultants are informed about the workshop and
invited to attend one so they can further remind instructors to use the technique with visual
learners.
TIMEFRAME
Activity
Total instructional time
Introduction
Time
120 minutes
20 minutes (There are also explanations of the
rationale and background to help teachers grasp
the value inherent in teaching with pictures.)
Presenting steps
2 * 5 minutes
Demonstrating steps
5 * 5 minutes
Break
10 minutes
Practice in groups
20 minutes
Practice taking turns
20 minutes
Summary discussion
20 minutes
4