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GET EMPOWERED BY C.R.E.A.M.

TLC workshop November 2013
by

mar zs

on 16 September 2015

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Transcript of GET EMPOWERED BY C.R.E.A.M.

Get empowered by C.R.E.A.M. !
Drive
I as an ESL instructor attempted an action research to motivate my students’ learning in the
PYP Reading/ Writing and Reading Circle 010/030 courses; CEFR Level of Students B1-B2 through the employment of Cottrell’s C.R.E.A.M. framework.
Core Activities
Vocab Club
Two new vocab words were sent via
Whats app to the students.
The acronym C.R.E.A.M. was first coined by Cottrel,S (2003: 55).
R-Reflective
A-Active
Be personally involved and by doing things, physically and mentally, in order to make sense of what you learn
Be aware of one’s own desired outcomes; keep oneself on track using short and long-term goals.
M-Motivated
Be able to sit with one’s own experience, analyse and evaluate performance, and draw lessons from it
Organize space, time, priorities, state of mind and resources (including Information Technology, IT), to the maximum benefit
E-Effective
C-Creative
Have the confidence to use individual strategies and styles, by applying imagination to learning
Being active fosters learning, motivation and interest.
Being interested and motivated requires reflection and making sense of your experience.
As a result, my students became more creative, reflective, effective, active and motivated!
Each individual strategy in the C.R.E.A.M. framework is in a dependent relationship with each other.
For the enhancement of teaching and learning, it is implied that teachers can make use of the C.R.E.A.M. strategy by designing meaningful activities to motivate their students to learn.
These activities were organized by me, which are very lesson-specific; with an intention to help my students become independent and active learners.
They were asked to find out the meanings of the new vocab by themselves.
Students were effectively recycling these words in there writing tasks and spoken communication.
One simple step resulted in active and motivated learning.
Quizlet
Rationale: Explored Spelling learning strategy through introduction of app ‘quizlet’ which was more accessible and interactive for the learners and old school ‘ look, see and write’ chart which helps the learners to break the syllables and memorize spelling effectively

http://quizlet.com/

Old school Spelling learning strategies

The C.R.E.A.M strategy offers you opportunities to....
C-reative
R-eflective
E-ffective
A-ctive
M-otivated
Are you empowred by C.R.E.A.M.?
A warm thank you for your participation!
C-Creative
R-Reflective
E-Effective
A-Active
M-Motivated
Foundation
The Students’ feedback and test results were considered to evaluate whether they were engaged in the lessons and felt more interested in reading as well as writing by collaborating various activities.
Activity 1 :
Creativity
It's a waste of time.
it's childish
There's a time for work and time for play.
There's a right way of doing things
It's not logical
I'm not creative
I can't
Stifle
lateral thinking
give yourself a new sub-personality
be curious about what you don't know.
create opportunities to break a routine
combine things
develop your unique and hidden potential.
Nurture
Who are you?
Activity 2
Rationale: Lap booking to enhance the learners’ organizational skill.
Further Information on http://goo.gl/88xa9f
Spice Up Your Learning by Making Lap books…
Rationale: Reading Circle roles for greater structure and rigor, the aim was to allow students to develop and practice their skills and strategies for reading.
Connect the Thoughts ...
Ideal C.R.E.A.M. Strategy
Ms. Maria Zaheer

English Department
Lecturer
2 + 8 = 10
6 + 4 = 10
Paradigm Shift
10
2 + 8
6 + 4
Paradigm shiftt focuses our attention on the students helping them to become autonomous learners.

Along with this emphasis came the idea of innovation and creating a new field of vision for holistic learning.
What is Paradigm Shift?
c
R
E
A
M
C-reative
R-eflective
E-ffective
A-ctive
M-otivated
Flency dice
Whilst adhering to conformity of English literature activities such as Prediction of the story and 'Fluency dice' were used with a twist to spark interest and motivation among my students to read.
Full transcript