Praxis, the process of enacting theory, has played a significant role in my teaching practice, especially whenever my adult learners have a difficult time grasping a concept or feel like they are not learning as fast as they should. I find that when students begin to ask “why” and “how” questions or err repeatedly, I can rely on theory to explain and demonstrate the issue at hand. This methodology (Seabury, 1991) has worked for me and my adult learners, whose problem-solving curiosity is driven by their andragogical needs (Knowles, 1971).Continue reading
Have you been asking yourself what technologies you could- or should- use to deliver your online courses? Maybe you’re looking for some guidance as to what to use and when. Online teaching challenges us to try a lot of new things, but we don’t have to imagine what functions well and when on our own. Instead, we can refer to the technology and learning pedagogy models which are out there to assist us in making informed decisions about technology in our lessons.
Puentedura’s SAMR model is used to describe the integration of technology into learning pedagogy. This model is sometimes viewed as a staircase, as depicted here, but the levels are not necessarily sequential. Each can be chosen independently to suit a lesson (H.L., 2017). The SAMR model aims to capture how technology can be used in teaching and learning practices.
In this article, I will discuss the first two steps in the SAMR model and how they can be applied in your teaching. Continue reading
Most language teachers are likely familiar with the Cloze Test – the omission of specific words in a written passage (every 5th or 9th word, for example) to assess students’ reading comprehension and vocabulary knowledge. I have also found them to be extremely useful to teach listening skills.
When creating your own Cloze Tests, the first step is to find a passage that is at the students’ language level or no more than —as Krashen would advise— i+1 (just ONE above the students’ comprehensible input). The first two sentences and last sentence in the passage should also be kept intact as they give students important background information about the text.Continue reading
“Why, sometimes I’ve believed as many as six impossible things before breakfast.”
(Carroll, L. 1865. Alice in Wonderland)
I wrote this piece about three years ago, reflecting on an old lesson and the role imagination plays in our ESL curricula. I believe this activity could be modified for an online classroom. If you give it a go, please let me know how it works out!Continue reading
Last week, I talked about the application Google Earth and explained how it works. Check it out if you haven’t already! Today, I will discuss several possible activities and examples of ways to incorporate Google Earth into your language or immigration classes.
Post by Jennifer Chow
#CdnELTchat brings together #ELT enthusiasts to discuss topics of interest twice a month on Tuesday evenings at 6 PT / 9 ET. On March 30, we had a chat about “Teaching and Learning Vocabulary.”
Over the past two years, I have been attending a lot of webinars, presentations, conferences, dialogues and online courses. I’ve also been reading blogs and articles as well as doing presentations and writing blogposts. I’ve gained knowledge and collected remarkable resources. Tools like the ones below can help us design tasks that will engage and motivate our learners.
Below is a recap of the January 26 chat written by #CdnELTchat moderator Jennifer Chow.
It is a new year and some of us may need some fresh ideas to add energy, motivation and tasks to our classes. One possible means of accomplishing this is to include relevant project work into the syllabus.
The tools listed below are just that – tools. As the instructor, you can guide the learners to themes as focal points for project content. These free, digital tools include how-to guides, an online example, and orientation blogs for the instructors to read and consider before embarking on a digital venture with their learners.Continue reading
You may be wondering if you need to send off students with some work over the holidays to make sure they keep practicing. The reality is that everyone wants to feel free for a couple of days! So why not make the practice fun for them?!
Due to COVID students probably are spending most of their time at home, so they may thrive watching fun movies or exploring websites. Here are some fun websites that your students could use to practice their English language skills for free:Continue reading