As a LINC Home Study Instructor, my classes are all individual and the students’ levels range from CLB 4-7. I found it difficult to address CLB “Interacting with Others” for speaking and listening – particularly:
Opening and maintaining a conversation
Using a range of small talk phrases
adding supporting comments etc.
I noticed that a significant part of my own small talk revolved around common posts on social media with Facebook being the most common. Continue reading →
It is really complicated to explain in words the satisfaction I feel and the changes that have occurred during my studies for my Professional Master of Education both on a personal and professional level. The overall experience was enlightening for me. My sister has recently asked me what the most meaningful parts of this process were for me. This is a complex question, for there were so many aspects worth mentioning; for instance, Continue reading →
We wish you all a Happy Holiday and a well deserved time of rest and relaxation, as the clock winds down for year 2017. And on that note, below is a recap of the blogs for 2017 – in case you missed something. It’s a good time to catch up on your blog reading. 🙂
“I’m just going to find a video quickly online!” I’ve said to myself many times, clearly delusional. A “quick” online hunt for material to use in class often becomes a lengthy goose chase. It’s hard to find just the right thing, at the right level, on the right subject when searching the vast reaches of the World Wide Web. The better option? To make it myself. Sometimes this can seem intimidating though, especially if videography is a medium one is not used to working in.
Considering that fact, below is my summary of a video presentation my business partner, Larissa Conley, and I made for this year’s TESL Ontario Conference explaining how to make your own videos for classroom use. Continue reading →
We all have our own beliefs about teaching and learning English. Sometimes these beliefs are explicit, and we can articulate them. Other times, these beliefs are more implicit. We may not be aware of them and we may not be able to articulate them, but they are still there.
Professionally, we have beliefs about many things, including our students, the effectiveness of various pedagogical practices, the nature of knowledge itself, and even our capabilities as teachers (i.e. self-efficacy). Continue reading →
Teaching verbs can be accomplished through a combination of miming, games, worksheets, video clips, discussion, lecture, translation, and perhaps a host of other strategies. Reinforcing the meaning of many verbs by providing a video clip can help with retention. Flashcards can also assist with vocabulary acquisition. Quizlet’s flashcards deliver still images or animated clips online. Animated clips can accelerate acquisition through motion in context. Quizlet’s ability to include animated GIFs makes it a useful tool for language students learning base verbs.
Group work – just the mere mention of this makes some students cringe. In fact, I have heard from students who actively choose courses that don’t involve group work even if at first the course sounds really interesting, but in reality, that limits the choices tremendously! In other cases, I’ve stood at the front of the class and announced, “ok, let’s get into groups and…” and all of a sudden, I hear this cacophony of sighs transcend the room – no holding back, no filters. Let’s face it, there’s a lot of group work in education, and Continue reading →
Do you limit teacher talk time in favour of active learning? Good!
Do you limit teacher talk time because your students seem disengaged or don’t understand? Bad…
Let’s face it, teacher talk time (TTT) is valuable. Although it should not be the focus of any lesson, it can certainly be an opportunity to mediate learning, not just facilitate it or curate it. Hence, done purposefully, TTT can help students take better notes, recall valuable information, and differentiate between main ideas and extraneous detail. How can this be?
Do you have some go-to activities that you use for multiple teaching points? I have a few. I think it’s reassuring for students to see activities they recognize. They feel confident when they know what to do, and they can focus on the point being taught instead of learning the rules of a new game (ahem, I mean “learning activity”). It also doesn’t hurt that reusing ideas and materials reduces teacher prep time. For these reasons, here are three of my favourite flexible activities.Continue reading →
I recently came across a web resource that reminded me of using Data-driven learning (DDL) with students. I have not tried using DDL for a few years but I think that WordSift will allow instructors to use basic DDL techniques with their students.
What is DDL?
Data-driven learning is a learning approach in which learning is driven by research-like access to linguistic data (Johns, 1991). DDL examines a corpora or body of text. WordSift can generate useful usage data Continue reading →