Tag Archives: resources

Need PD, no budget? Consider a MOOC.

What is a MOOC?

image source: www.flikr.com
Image source: www.flikr.com

A MOOC or massive open online course is a course that is open to the public and is typically free of charge.  MOOCs are available on the internet.  They are offered by a wide spectrum of institutions including universities, colleges, for profit concerns, and diverse interest groups.   There are thousands of courses available.

Why use a MOOC?

MOOCs are usually free with the option of a purchased certified credential delivered on the completion of course requirements.  The cost of certification commonly ranges from $15 to $50.  Many of us are experiencing limited budgets in the education sector. MOOCs offer the potential for career advancement or skills improvement without the need for requesting funds from your institution. Continue reading

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TESL and QR codes

johna-qrcode_tesl_on_blog
A colourized QR Code leading to the TESL Ontario Blog site

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.

What is a QR code?

QRs, or Quick Response Codes, were developed for Continue reading

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Pragmatically Speaking

Image source: www.bigstockphoto.com
Image source: www.bigstockphoto.com

For the last 8 or 9 years I have been working in programs that deliver language instruction to adult newcomers who have language levels above CLB 7.  These people have high levels of education and have been professionally trained.  When I first started working with this demographic of students, I struggled with creating content that was relevant for my classes.  I found their language skills to be quite good, and I wondered what else I could offer them. 

Once I started to get to know them a little better, I came to understand that they were having difficulty obtaining employment.  This fact seemed counter intuitive to me because I know that Canada relies on immigration to sustain its workforce.  I had been taught that without immigration, Canada’s population would actually decline.  So, what exactly prevents them from getting a job? Continue reading

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How to Connect the Right Way: Using your PLN on Twitter

Image source: Denise Krebs copyright 2012 (tagxedo.com)
Image source: Denise Krebs copyright 2012 (tagxedo.com)

Last week, just before my webinar on using Twitter for Professional Development and Developing your Personal Learning Network (PLN), I came across a tweet from @danielmccabe, quoting Dave Burgess (@burgessdave), in Teach Like a Pirate , that said:

The negative teachers aren’t on Twitter…the people you see there are trying to move forward and help others move forward. (Burgess, 2012)

Truer words…

I am fresh off a third webinar for TESL Ontario and am basking in the glow of my PLN. This webinar was the second in a series of three that TESL Ontario has supported me in presenting. I had the pleasure of telling some stories about the important connections I’ve made on Twitter with teachers who offer me support and necessary dialogue. My Twitter PLN is the best sounding board for developing and tweaking ideas I have.

One of the challenges for educators active on Twitter is to bring more lambs into the fold. My favourite quote is from @AcademicsSay:

“You’ll have to show me how to do this Twitter thing sometime.” – Every colleague ever.

Over the past twenty years, I have met and befriended many teachers, but don’t even need all of my fingers to count the ones active on Twitter. It’s a shame, really. So many teachers are missing out.

I had lunch with a former colleague this week who was surprised and shocked by what I’ve been able to do Continue reading

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Breaking News English: Integrate Current Events into your Classes

News Breaking
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I have spent the past few years working in learning object and course development. In August, I am returning to the classroom to teach EFL. Putting on my teacher hat, I remember that it is important to have an emergency kit of prepared learning events in a variety of media. Worksheets, bookmarked web activities, flash cards, board games, videos, audio clips and technology such as a digital camera will contribute to future icebreakers, Friday afternoon fillers, motivation boosting sessions or the odd substitution call. Continue reading

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Oddly English

bigstock-Learning-language--English-B-30565190
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I was rummaging through my books when I stumbled upon two favourites I’d purchased when I attended one of TESL’s AGMs in London,Ontario. The main speaker that day was Katherine Barber, who captivated us with her wit and in-depth knowledge of the English language.

Barber was the editor-in-chief of the dictionary department at Oxford University Press in Toronto — I know, pretty cool stuff! She is one of Canada’s best authorities on the English language, so when she says that English is “crazy”, I believe it!

We all know that English is a borrowed language, in that the majority of its words come from different languages. But, have you ever wondered where certain words you use actually come from, or what their root word means? It’s always been a curiosity of mine as to how a language is assembled into what we know and use today. Continue reading

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Listen to Me!

Man Listening to gossip
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One of the five classes in my EAP course is a 50-minute a day listening class. It’s always been the most difficult for me to teach, partly because it’s directly after lunch, when students are  not the most awake!

Over the years I’ve tried various teaching resources, searching for the most effective texts and material to help students. These are the  best ones I’ve come across for teaching listening  skills in EAP:

English for Academic Study: Listening

I love Garnet Education’s EAS series, and use the Vocabulary and Reading & Writing books as a major part of my curriculum. When my course first began, our listening curriculum was based entirely on the EAS: Listening book. Continue reading

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IPDP and the Joys of Scholarly Practice

image source: www.bigstockphoto.com
image source: www.bigstockphoto.com

What’s IPDP you may ask…It stands for Individualized Professional Development Plan. It’s the type of professional growth you sketch out for yourself – for your own growth. It does not include the type of PD your workplace or professional organization requires of you – the type you have to complete because …well…you have to. IPDP is like a box of chocolates. Continue reading

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Have Fun With It!

image source: www.bigstockphoto.com
image source: www.bigstockphoto.com

A common piece of advice I give my students is

“don’t read the newspaper.”

Their hearts are in the right place – they want reading practice – but most of them have zero interest in the news and end up getting very little from their daily ritual of reading Metro on the subway.

If students are looking for extra work, it’s important that it’s something fun and interesting for them. My students are upper-intermediate/advanced. For the most part, their English is very good – most of the errors they make are small, basic errors like prepositions and collocations -so they just need practice rather than pouring over grammar rules.

What I tell them instead of reading the newspaper, is

“It doesn’t matter what you read, as long as it’s in English!”

Continue reading

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Resources Worth Reading

bigstock-Apple-and-stack-of-books-70642945
image source: www.bigstock.com

I’m sharing 5 teaching resources I have read and often revisit. They have helped me consolidate theoretical knowledge with my teaching practice (praxis). My hope is that in your response to this post, you will add a resource that you feel has helped you shape your teaching. The list is in alphabetical order:

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