In this blog entry, I will attempt to briefly describe the contents of a presentation my colleague Glenn Ewing and I shared at TESL Niagara on February 8, 2020.
Glenn and I have been interested in EAP Speaking rubrics for many years. Information shared here and during the presentation is based on our personal reflection, professional experience, education, and research. Our focus is mainly on EAP speaking rubrics for midterm assessment. We maintain that typical EAP speaking rubrics often present some flaws which make them ineffective for the learner. We attempt to explain some of the problems, propose some principles of rubric design, and finally, promote, as an alternative, student-centred, formative speaking rubrics.
Since late March, many of our courses have been moved online, and synchronous sessions through Zoom have become a new part of our teaching lives. While testing various features offered by Zoom, I have realized that I really miss my classroom whiteboard, which was used for writing the agenda, teaching notes, upcoming coursework, classroom instructions, and conducting student interactive writing, editing, and speaking activities.
Although Zoom has a Whiteboard feature, I find it limiting, so I have replaced it with Google Docs. I have found this practice quite sustainable and a user-friendly approach to an online whiteboard. Here is how and why I combine Zoom and Google Docs.
Sharing: I have created a Google Doc, named it “Whiteboard” and shared it with my students by placing its link on my Learning Management System (LMS). In every class, my students can click on the same link and find their class notes there.
Organizing: I have organized my notes on the Google Doc by creating a table of contents, and the table of contents is organized by date of the class, list of planned activities, and by placing the newest notes at the top.
Navigation: This way of content organization through a table of contents makes navigation absolutely efficient for both students and instructors.
Agenda: My table of contents also plays the role of an agenda. As an instructor, I place my list of planned activities on the Doc right before the class starts just like when I used to step into my physical classroom welcoming early arrivers and writing my agenda. Now, my table of contents displays my agenda.
Class Notes: Once the class starts on Zoom, and after I greet my students for a few minutes, I start teaching by sharing my screen and displaying my Google Doc “Whiteboard”. Since my list of activities has already been shared, I ask students to locate a certain activity. When I have my students’ attention on that activity, I can add more teaching notes to it, just as we used to utilize our whiteboards/ blackboards and share information.
Interaction: Leading a more sedentary lifestyle at this time, it is now more important than ever to create an interactive learning environment for our students, who might be staring at screens for long hours every day. Therefore, for every assignment, I have a short teaching moment, and then ask my students to work on the activity.
Watching: In the case of showing a video, I place the video link right in front of the planned activity, which has two benefits: It is quick for the instructor to locate the video link and play it right there, and it is already shared with my students for their own future reference.
Reading: The same goes for sharing an article and having students read it. With Zoom’s Breakout Room feature, it is easy to place students in different groups to read and speak about an article. I can assign certain paragraphs to each group, or I can assign a different article to every group. Having all the links shared on one page for the whole semester makes navigating content a highly efficient practice. A little side note: I also use the Zoom’s chat box or the broadcast feature to share a quick spontaneous link or a message when conducting breakout rooms.
Writing: In terms of writing, I can follow the same practice of assigning a page to a breakout room group, where students can write and edit their work. I am writing a whole blog post on writing and editing, coming up soon.
Announcements: Finally, I share reminders, coursework due dates, and announcements right at the top of every class’s list of activities, which makes it easy for students to plan upcoming activities and assignments.
This combination of Zoom sessions with a consistent Google Doc link has been a well-received practice with my students. By placing your whole class on a Google Doc, teaching, learning, note sharing, and storing have become sustainable, organized, and efficient. I highly recommend it to all the educators out there who are trying to make their lives and their students’ lives easier, stay efficient, and make learning more accessible.
Noticing theory in the
context of cognitive linguistics seems to offer an interesting insight into the
processes accompanying second language acquisition focusing on the problems of
attention, awareness and memory. “Noticing” – despite disagreements in defining
the term – seems to function as a gateway into these processes in Richard
Schmidt’s (1995) deliberations. An ESL instructor “in the field,” might have burning
questions such as these: How is noticing initiated? Is it totally subjective
and personalized, or does it have some regularities that could be exploited in
the classroom? If the latter is true, then what are the stimulants? How can one
effectively manage the process of transforming “comprehensible input” into
Since Extensive Reading (ER) is a crucial part of language
learning, I have compiled some important ER resources to help you promote ER in
your classroom. ER can build learners’ confidence, enjoyment and autonomy.
I often think of my classroom, in which I teach advanced English learners, as a laboratory. The analogy seems appropriate since both parties – students and I – are involved in some intense and sometimes experimental brain manipulations. Often by design, but also incidentally. Sometimes stemming from theoretical reflection, often just from common sense and intuition.
Happy 75th to #CdnELTchat! When Nathan Hall (@nathanghall)
and Svetlana Lupasco (@StanzaSL) started #CdnELTchat (also known as
#LINCchat) in 2015, I taught evenings as a LINC instructor, and I had been
feeling a bit isolated at the time. #CdnELTchat gave me a chance to connect
with other Canadian ELT educators. I feel very fortunate to have the
opportunity to be a part of the #CdnELTchat team and community of practice.
Why is extensive reading important for
language learning? And how can students be motivated to read for pleasure?
As an international student and immigrant, I
know how difficult it is to read extensively in English. Diverse backgrounds
and school experiences can create different profiles of reading strengths and
needs. As an experienced
EAP/ESL/EFL instructor, I did a case study about Extensive Reading (ER) for my
MA, and I learned things I wished I had known much earlier! Now I would like to
share that knowledge with other instructors because ER touches every skill we
teach (Reading, Writing, Grammar, Speaking and Listening).
Teaching communication skills to internationally trained professional students has been one of the most rewarding experiences of my teaching career. My students have years of experience and vast knowledge in their areas of expertise, yet when it comes to communicating the simplest thoughts and ideas, they often seem to be challenged; confidence and language barriers could be the two biggest reasons behind this challenge.
curriculum that I teach requires students to present only twice over the span
of 4 months. This semester, however, I have started providing my students with
more opportunities to present without making it an official presentation task.
I have named this approach “Reading & Presenting Circles.” The results have
been stellar, so I thought I should share the approach with my TESL Blog
community. The class I have implemented the Reading and Presenting Circle
approach in is 18 weeks, and I meet my students twice a week.
the end of day and I have just finished writing an email update to my teaching
partner about what students did in class. I have a sense of relief that I made
it through the day, while at the same time I’m glad about what we have accomplished.
I’m also delighted that I have someone to share my experiences with who knows
the students, the content, and the design of the class. Team teaching works for
Do you use rubrics to support
self-assessment, peer-assessment, and skill assessment? Do you create a
separate rubric for each assignment? Do your rubrics look more like checklists?
Are your rubrics really assessing skills or simply the ability to follow
assignment instructions? Have you ever thought of using one common
skill-specific rubric for all related assignments?