Whether we teach a class in person or we teach an online synchronous course, Mentimeter can accommodate engaging large groups of audiences. If we teach a class implementing Bloom’s Taxonomy approach, Mentimeter can be a great tool in developing a successful and engaging lesson. Continue reading →
January is typically a time when people are looking forward – considering new goals and new approaches. In this post, however, I’ve decided to look back. I’m revisiting some of the information I gave in my very first professional development activity for TESL Ontario: a webinar I co-delivered in 2016 entitled Getting Animated: Graphic Novels in the ESL Classroom. My hope is that this blog will encourage readers to find ways to incorporate graphic novels and/or comics into their 2023 teaching practices.
Due to the immense changes in society and the way people communicate in the past 50 years, communication methods are now multimodal, and people need literacy skills that go beyond books. As Tarc (2013) writes, “In our current multicultural societies, it is hard to identify one’s identity and their understanding and background, in order to avoid possible misunderstandings,” (p. viii) and such considerations need to take place now that global migration is at its highest and daily interactions occur with people from different countries than ourselves. Whether or not people have experienced migration and/or immigration personally, many of the people they interact with on a daily basis are likely to have been born somewhere else; even without this interaction, the accessibility to the internet means that no one is isolated in their own “corner” of the world. Digital and print media tools can be used by educators to help students develop critical literacies skills, so that they can be more participatory and contemplative global citizens.
In 2014, I posted on the TESL Ontario blog “Encourage Extensive Reading with MReader.” Since then, I have been integrating extensive reading with language learners in different contexts. I have learned a great deal using extensive reading in face-to-face situations. However, as COVID has forced us all online, the new challenge is facilitating extensive reading in a fully online mode.
In late 2021, Sepideh Alavi, a member of the Extensive Reading Foundation Board of Directors and Avenue mentor, and I started an extensive reading research project on the Avenue system. A critical part of this study is a pilot test of extensive reading with literacy-level classes.
Schools were first developed not as a past-time, but as a way to elevate the rich and then as a way to educate the masses before they entered the workforce. One of the most basic reasons for this was the need for a literate workforce. Literacy and mathematics have been at the core of global educational systems for hundreds of years, and maybe not surprisingly, these subjects are still there.
In Part One and Part Two of this series I’ve talked about issues that may affect attendance for literacy learners, as well as some best practices I’ve picked up over the years. In this post, I’ll pass along some more effective teaching practices for literacy learners and tips on PBLA.
In Part One, I talked about the background of literacy students and issues regarding their attendance. In this post, I’ll be listing some of the best teaching practices that I find useful from my personal experience teaching literacy students.
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.
How do you provide feedback to your students? Do you send them emails with feedback? Do you fill out a report card with descriptive feedback? Here’s a final question and I’ll get to my point! How fast is your typing?
Typing down all the comments in any application can be time consuming for teachers and perhaps frustrating if your typing speed is below average. According to a study done at Cambridge University, the average typing speed is 52 words per minute (Dhakal, 2018). If our speed falls below this number, why not use a shortcut?