COLLABORATIVE MEETING REPORT
ACADEMIC TERM: NOVEMBER 2023 – MARCH 2024
DATE: Friday, May 31, 2024
TIME: From 14h30 to 16h30
Teacher’s name Activity Signature
Estefanía Calero
Genesis Navarrete
Jerry Suntaxi
John Vallejo
Alex Aguirre Paredes
Academic Coordinator
CTT de los Andes – Riobamba
COLLABORATIVE MEETING REPORT
GENERAL INFORMATION
Date: Friday, May 31st, 2024.
Coordinator: Alex Aguirre Paredes
Teachers: Estefanía Calero, Genesis Navarrete, Jerry Suntaxi, John Vallejo
SUMMARY
During the teachers' meeting held on May 23rd, several points were discussed to confirm
the best execution of the academic activities. The meeting aimed to address three main
objectives: check virtual platforms and the use of them, check students’ progress or
difficulties at the beginning of the term, and the topic to be presented by a mate to improve
our teaching practices.
OBJECTIVES
To coordinate and stablish some common aspects to have all the students in their
virtual platforms, classes and Ts – Ss interaction.
To communicate any kind of issues that happen with students during the first week of
classes.
To guide instructors on TTT and how to change it to STT, to elevate students’
participation in the English classes and make learning a main full activity.
MAIN ACTIVITIES
1. Virtual platforms: Ask students to register themselves in MOODLE and MYELT to
be on time with their assignments; for the teacher is important to be sure that all the
students from the list are in the platforms. Suggestion for teacher to open the
assignments in the platforms weekly, be sure that in MOODLE there is a task and an
evaluation at least in each unit, this is evidence for the teacher and students of the
activities that are done during the classes.
2. First week report: There is not much trouble with the students, teachers should
confirm the number of students that are attending to classes, use some strategies to
encourage students to work on classes and to be on time in the virtual sessions.
3. MOODLE platform: Showing to teachers how to edit some aspects in MOODLE,
editing questions from the quizzes, to make it simple and let teachers manage the
content to be use in the questions. Also, it shown how to download the grades without
much trouble to be quick to have them in the gradebook.
4. Teachers’ attendance sheet: the teachers’ attendance sheet is important for the
payment of teachers; it is suggested to write any kind of observation with the students
there to keep a record on what is happening in classes and how students behave.
5. TTT to STT
Reducing Teacher Talking Time (TTT) and increasing Student Talking Time (STT) is
crucial for effective language learning. TTT refers to the amount of time the teacher
spends talking during a lesson. This includes giving instructions, explaining concepts,
asking questions, and managing the classroom. High TTT means the teacher is
dominating the classroom conversation, which can limit opportunities for students to
practice speaking and engage actively with the language. STT refers to the amount of
time students spend talking during a lesson. This includes participating in discussions,
answering questions, working in pairs or groups, and practicing language skills. High
STT means students are actively engaged, practicing speaking, and using the language
to communicate.
Characteristics of TTT:
Teacher lectures or explains for long periods.
Students are passive listeners.
Few opportunities for students to speak or interact.
Teacher often provides all the answers and solutions.
Benefits of STT:
Improved Language Proficiency: More speaking practice helps students become
more fluent and accurate in the language.
Enhanced Engagement: Active participation keeps students motivated and
interested.
Increased Confidence: Regular speaking practice builds students' confidence in
using the language.
Better Retention: Active use of language helps in better retention of vocabulary
and structures.
Strategies to increase STT include using pair and group work, asking open-ended
questions, implementing think-pair-share techniques, incorporating student-led activities,
using interactive technology, and more. By creating a student-centered classroom, teachers
can reduce their own talking time and provide more opportunities for students to speak and
interact.
o Use Pair and Group Work
Encourage students to work in pairs or small groups. This promotes collaboration and
gives them more opportunities to speak. Activities like role-plays, discussions, and
problem-solving tasks work well in pairs or groups.
o Ask Open-Ended Questions
Instead of yes/no questions, ask open-ended questions that require more elaborate answers.
This encourages students to use more language and express their thoughts.
o Implement the "Think-Pair-Share" Technique
This involves three steps: thinking individually, discussing with a partner, and then sharing
with the class. This method ensures every student has the opportunity to articulate their
thoughts.
o Use Student-Led Activities
Let students take the lead in activities such as presentations, teaching a part of the lesson,
or leading a discussion. This shifts the focus from the teacher to the students.
o Incorporate Interactive Technology
Utilize technology that requires student interaction, such as language learning apps, online
discussion boards, or interactive quizzes.
o Facilitate Peer Teaching
Encourage students to explain concepts to each other. Peer teaching not only increases STT
but also reinforces the understanding of the teaching student.
o Use Minimalistic Instructions
Give clear, concise instructions and then step back to allow students to complete the tasks.
Avoid over-explaining or interrupting their activities.
o Set Up Discussion Circles
Arrange the class in a circle to discuss a topic. This setup encourages more eye contact and
interaction among students rather than with the teacher.
o Encourage the Use of Student Names
When students are responding or discussing, always use their names. This creates a more
personalized and engaging environment.
o Provide Feedback Sparingly
Give feedback without taking over the conversation. Focus on encouraging and supporting
student contributions rather than correcting every mistake immediately.
By implementing these strategies, you can effectively reduce TTT and create a more
student-centered classroom environment, thereby enhancing language learning
opportunities for your students.
RESULTS AND CONCLUSIONS
During the meeting, teachers solve some of their doubts about the different platforms to be
used during the semester; there where some recommendations that teachers can applied in
their classes to control and keep students focus on the subject. Some tip for the use of
MOODLE were explained to get a better management of the content uploaded in those
sites. For the short training talk by a colleague in summary, while TTT is essential for
guiding and instructing, the goal is to maximize STT to foster a more engaging and
effective language learning environment, all of these is to improve our strategies applied in
our classroom to make our students get into the language.
EVIDENCES
Appendix . Slides for the training
