I hope my title did not conjure images of technology-enhanced learning with visions of smartphones, iPads, and laptops dancing up through the air. On the contrary,
this blog is about students stirring, moving in circles, and engaging in conversation. I’m talking about face to face interaction, where students are talking and listening to each other while the teacher is watching.
In the ESL classroom: LINC, ESL or EAP – we teachers need to have many ideas up our sleeves to make sure students are not yawning but interacting with one another and having fun while learning. Last year in September, I shared two of these strategies. You can read them here: http://blog.teslontario.org/an-active-start-to-the-academic-year/ In this blog, I share another one that I have found students also enjoy: Continue reading →
While many of you may already be going into your 2nd or 3rd week of classes, we wanted to share some ideas to get over those first day jitters that so many new instructors and students may be feeling. For more ideas on get-to-know activities, please click on the link to read Cecilia’s blog posted previously: Get-to-know activities in the language classroom
I don’t know about you, but I find the first days of class can be a little scary, yet exciting at the same time. Students probably wonder what the teacher will be like and how they will fit in with the other students. Thoughts such as, “Will everybody be at my level of English?” or “I hope I’m not at the bottom of the class!” are likely common.
There are a plethora of videos available to instructors and many are excellent tools to use in the classroom. When learners watch a video in the ESL classroom, it can transform a subtle point of language instruction from abstract to concrete.
Learners not only process information with their rational minds, but also with their emotions when they watch and listen together. Exercising more than one domain in a learning situation assists in skill development (Bloom, 1956). Watching a character on video experience a situation simulates a real life experience for the observer promoting use of the Cognitive and Affective Domains (Bloom, 1956).
According to Gibbons, McConkie, Seo & Wiley (2009), using simulation in conjunction with supplementary problem solving materials that promote learner interaction with simulation Continue reading →
While working on ESP books for a technical program, I found that QR codes were a great solution to add quick links to additional resources. These resources included interactive activities, worksheets, images, videos, animations, graphs and further readings. I am not the first person to think of using QR codes for educational purposes. Links to fantastic resources providing a myriad of uses of QR codes for educators can be found in the additional resources section below. I am offering a few simple practices that you might consider to improve access to resources in your classroom, on your class website, or in your instructional documents.
No matter what language you speak, music has a universal tongue, wouldn’t you agree? Its power in bringing people together, no matter what language they speak, is priceless. So, if music has the ability to unite us, why not use it in the classroom to help your students learn English?
I have my kids to thank for inspiring this post, partly due to their love of watching Daniel Tiger’s Neighbourhood every day. You find inspiration everywhere.
On the show they sing the lesson of the day repeatedly throughout each episode. It sticks in your head and is really catchy, and the nice thing is that the lessons are useful for children in helping to problem solve or deal with certain emotions that may arise out of unpleasant situations. Continue reading →
Do you have students who never do their homework? Are you tired of presenting topics only to have less than half the class actually care? Is it a challenge to get students to practice English when not in class? Do you find them usually unprepared for class? Do you hear a collective ‘sigh’ when you say the term “oral presentation”? Don’t fret! All of these problems disappear when you flip your class!
Lectures as Readings
A very good way to pass class time is to spend it “presenting” topics or content to a class of semi-interested ESL learners. Nowadays, the “teaching and learning” of any topic, within any discipline, can be done wholly without direct instruction – and this is a good thing! How many college lectures do you remember? How many oral presentations do you remember giving in college? I believe most of you would remember more presentations than lectures for one simple reason: When giving a presentation, you were engaged. All of your faculties, from the cognitive to the affective, even the psychomotor, were called upon to deliver that presentation. Continue reading →
As I’ve shared with you in previous blogs, one of my ongoing interests is finding ways to empower my students to become better writers of English. What is the formula?
Vocabulary skills are important (Checked √)
Grammar is important (Checked √)
Controlled practice is important (Checked √)
…Wait a minute… Modeling is super important…
According to Cumming (1995), language teachers need to not only provide text models of a good writer’s final product (what an assignment is supposed to look like at the end), but also model the cognitive process of writing. In other words, we as teachers should model writing-as-a-process that mimics the actions performed by effective writers (hint: we need to write a lot to be one too). Continue reading →
During my TESL practicum, I was privileged to work with a wonderful instructor in an EAP class. My practicum supervisor* was great at scaffolding and layering; as the course progressed, each language skill was incorporated into subsequent lesson activities until it all culminated in a final project. The class was in oral skills with the final project being a presentation. Along with using the targeted language from the semester, the presentations also included a focus on appropriate body language, strategies to engage the audience, and the use of technology.
While presentations are common in English language classes, they can be very stressful and time consuming. In order to add variety to the assessments during the course, another activity that was required of the students, and that could easily be adapted for any type of ESL classroom, was leading a discussion group. Not only did we use this in the EAP context, I used the same activity in an EFL class that I taught in Ecuador in which the students were preparing to take the First Cambridge Exam. Here is how I did it!
Every day I watch my kids play all day long. And they never seem to grow tired of it either. So surely there’s something to their favourite past time other than having fun. When you think about it, for children, the act of playing is a way of learning. Except, it’s not just about using brain power but also about using all of their senses alongside their schema to help them solve whatever mystery or problem comes their way. I view it as a holistic approach to learning. So how is it that we lose that as we enter into adulthood?
Hey now, TESL Ontarians! Recently, I have been teaching online and multimodal courses and I thought I would share with you an activity I have found effective when working both with ESL students and pre-/in-service teachers. As someone who is new to incorporating (in any substantive way) digital tools into my teaching arsenal, I have slowly come to view activities that allow for taking advantage of students’ digital literacies as invaluable. I hope you find this two-part description of how to incorporate digital technologies in our language classrooms useful and engaging. This first post describes how Continue reading →