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.
No matter how trivial it sounds, in an online class the organization of course content is absolutely essential. Let me share a few practical observations.
1. Materials and Assessments
The most basic organizational tenet of an online classroom stems from the platform itself: in my case it was Google Classroom which gives an opportunity to divide learning content into assignments, quiz assignments, questions, and materials within a section called Classwork. It is a slight deviation from the terminology usually employed in the LINC/ESL world, but one easy for learners to accept. Understanding the distinction between materials and the other options is primarily important for students.Continue reading
When I first started out as a teacher, I was terrified, as I’m sure anyone would be. I had always wanted to be a teacher, but the way I’d imagined the experience wasn’t exactly how it turned out to be.
I’ve worked in after-school programs teaching English as a Second Language and I’ve been a substitute teacher, but when I got my first college teaching job, it was intimidating to say the least. I was going to teach adults in a more formal environment, and that word, “adults,” had always scared me because although I was a 22-year-old adult at the time, most of my students were older than I was!Continue reading
A Brief Introduction
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.Continue reading
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?Continue reading
Recently, we had a lively discussion at our school regarding who has the final say regarding student benchmarks at the end of the term – is it the teacher or the program administrator?
When we look at the PBLA 2019 guidelines, it makes a number of statements like the following:“In all PBLA assessment practices, teachers’ professional judgments are central. From selecting or developing appropriate tasks, choosing or developing assessment tools, giving feedback on writing and speaking performance, to deciding when a learner is ready to progress to the next level, teachers make decisions based on professional interpretation and judgment” (PBLA Reporting, 2019, p. 31, emphasis added).Continue reading
The cherry blossoms are out! It’s spring and finally warm enough to ride my bike to work. I do my best thinking on that bike. With a new semester starting, I find myself reflecting on the semester gone by. Peddling on cold, rainy days tends to cause me to remember my failures, but on warm, sunny mornings, I recall my successes. For 16 years I have been teaching university prep writing, grammar, reading, speaking, and listening to students from around the world.Continue reading
Do you ever teach CLB 5 narrative paragraph writing? Do your students usually write something with pencil on paper that they later discard? Have you ever thought of using Storybird to engage and enhance writing skills or create a class anthology of stories?
Publish itContinue reading
“You have to get your SBA’s, SUA’s, T’s and A’s in order to have an organized portfolio, Sridatt,” said the Lead Instructor of Portfolio Based Language Assessment (PBLA) implementation. “You also have to get,” continued the official, “peer evaluations [PE’s], learner reflections [LR’s], and inventory checklists [IC’s], all in order to have a good, organised portfolio.” The order and presentation of the portfolio, not the teaching of the language itself, seems paramount. I welcome myself to the new world of English as a second language teaching, even though my new teaching practices are not aligned with my educational philosophy.
By the time the individual was finished, I was beginning to see a sort of preoccupation over skill building activities (SBA’s), skill using activities (SUA’s) tasks (T’s) and assessments (A’s). When the individual was gone, it didn’t take much reflection to conclude that Portfolio Based Language Assessment (PBLA) seems to be a faulty assembly line approach to education. Continue reading
Portfolio Based Language Assessment (PBLA) has created a new world, where the doing of tasks is a must, with no exceptions whatsoever. The first thing that comes to mind when you hear the word task is the notion that you have something to do, most likely something you are not too keen on doing. A task by any definition is a piece of work you must do or undertake. The Merriam-Webster dictionary goes further to add: “Something hard or unpleasant that has to be done.” Some common synonyms for the word task are chore, job, duty, labour, toil, and burden. Both as a noun and a verb, the word task does not evoke anything pleasant someone has to do. How the word task came into adult ESL teaching methodology now troubles me. There has to be a better Continue reading